bigdatabase.cabigdatabase.ca/big-html/secure/wpc/2007-PDF/CLEAN AIR CHAMPIO… · 45-097 (2006/12) © Queen’s Printer for Ontario, 2006 Page 1 of 23 Ministry of Health Promotion

45-097 (2006/12) © Queen’s Printer for Ontario, 2006 Page 1 of 23

Ministry of Health Promotion

Date received by Ministry Grant Application Communities In Action Fund (CIAF) 2007 - 2008

NOTE : APPLICANTS ARE STRONGLY ENCOURAGED TO CONSULT WITH A MINISTRY CONSULTANT BEFORE FILING THIS APPLICATION.

A. Applicant Information A.1 Organization Name

Clean Air Champions Organization Address Street No. & Name

45 Fentiman Avenue City/Town

Ottawa

Province

ON

Postal Code

K1S 0T5 Correspondence Address (Click here if same as above) Street No. and Name

City/Town

Province

ON

Postal Code

Telephone

( 613 ) 730-7353 FAX

( 613 ) 730-7353 Web Site Address (if applicable)

www.cleanairchampions.ca E-Mail Address

[email protected] Contact Person Name

Deirdre Laframboise

Contact Person Title

Executive Director Contact Person Telephone (Click here if same as above) Mobile (if available)

( 613 ) 730-7353 ( 613 ) 612-9210

A.2 Type of Organization (please select one)

Municipality less than 10,000 over 10,000

Local service board in unorganized territory School board with recreation committee in unorganized territory First Nation Ontario College or University Public Health Unit Conservation Authority

Incorporated not-for-profit organization Provincial Local If Local, located in municipality with population of (select applicable box below)

less than 10,000 over 10,000

Date of Incorporation Feb 08, 2002 Incorporation No. 400930-4

Not incorporated – not-for-profit Indicate number of years in operation

Aboriginal not-for-profit

2007-08 CIAF Grant Application


A.3 Organization’s mandate

The mission of Clean Air Champions is to improve air quality by using respected athletes to motivate and educate Canadians to adopt practices and lifestyles that enhance both environmental and personal health. The Champions are national team, Olympic and Paralympic athletes who are passionate about our mandate and deliver our programs as our ambassadors in schools and communities across Canada. CAC's programs and services strive to: • Raise awareness of the links between physical activity, health, and air pollution among Canadians, particularly youth; • Improve the physical activity levels of Canadians and inspire them to adopt healthier, more sustainable lifestyles; and • Reduce air pollution and greenhouse gas emissions that in turn lessens air pollution and climate change. Clean Air Champions (CAC) was launched in 2001and received its incorporation and not for profit status in 2002, and its charitable status in 2006 (#865650311RR0001). We fulfill our mission by: (a) developing and implementing our curriculum programs that foster lifestyle change in participants, in their day to day lives, to both enhance their level of fitness and reduce air pollution. (b) fostering cross-sectoral partnerships with like-minded groups including sport, education and health related associations and individuals, environmental groups, governments at all three levels, and corporate partners; and (c) involving our Champions as ambassadors for our programs and our partners' programs and events. Our Champions undertake a range of roles including keynote speakers, workshop facilitators, classroom educators, and fitness coaches - all in support of our mission (for more details please see our Annual Report 2005-2006 appended to this proposal). Approximately 75% of our programs and services target youth (between the ages of 10 - 18) through the school system. Partners and community based events account for 20% of our activities while government, corporate and other events account for the balance of 5%. This application focuses on CAC's main youth program, HSBC/Clean Air Achievers.



A.4 Describe your organization’s current programs, services and indicate who normally uses them. We deliver our programs and services through two strategies: Develop and implement our own programs (that typically involve community partners to co-implement); and participate in partners' events and programs that share in missions similar to ours. Our prime objective is to improve the health of the community and that of its members by achieving tangible results in the three objectives listed in A.3; increased physical activity and fitness; better air quality and reduced health impacts; and reduced greenhouse gas emissions. Our message is equally about increasing levels of physical activity as it is about reducing air pollution and its many negative impacts on health, our environment and our communities. The Clean Air Achievers program includes a physical activity component called Stepping Ahead and they share goals and objectives and are complimentary. Clean Air Achievers is part classroom (Teachers' Manual of activities and the CAA Trip Tracker) and part lifestyle (encouraging sustainable travel choices). SA delivers a physical training program specific to improving the skills youth use in active transportation (and all other physical activities like sport and play). Together they produce tangible results to show how youth (ages 11-15) can improve their levels of physical activity (kilometres traveled by active means) as well as reduce their greenhouse gas emissions (C02), thereby reducing air pollution and climate change, and improving the health and wellbeing of Ontarians. Both are described below with other current CAC programs: HSBC/Clean Air Achievers (2004 - Ongoing and the focus of this application): This a classroom based, curriculum connected program with two main goals to: i. Reduce personal greenhouse gas emissions through decreased reliance on the automobile. ii. Increase physical activity levels through an increase in active transportation. Clean Air Achievers (CAA) targets youth in grades 7 to 9 (ages 11-15) and includes a sophisticated website (www.cleanairachievers.ca) that allows participants to record their travel trips and quantify the reductions in greenhouse gas emissions (carbon dioxide) they have prevented by choosing more sustainable modes of travel. The online component is directly linked to a Teachers Manual of activities and lessons all based on the themes of air quality, health, active transportation, and goal setting and healthy lifestyle choices. Our Champions launch CAA in the classrooms with an inspirational orientation session, and wrap up the program with a congratulatory event. They also are available to communicate with the students throughout its implementation (please see Teachers Manual appended). CAA also includes physical activity component called Stepping Ahead . Stepping Ahead (SA) (2006 - Ongoing and the focus of this application) - The physical skills activity component of CAA. SA is linked to CAA as part of a curriculum based program for grades 7 to 9 and is presented as an optional component to the CAA program. It focuses primarily on the physical activity skills associated with active transportation; walking, running and biking -- three of the most basic physical activities of Canadian youth. The program includes a 6 week physical fitness training program divided in 60 and 20 minute segments. The program also provides tips on healthy nutrition and other healthy lifestyle choices. The main goal is to inspire youth to improve their physical fitness so they can use active transportation in their everyday lives, as well as in their athletic pursuits. Its main objectives are to: i. Teach physical activity skills and goal setting for personal fitness ii. Educate youth about active transportation, sport, nutrition and the environment and how individual choices have a direct impact on air quality and health. iii. Produce quantifiable results by increasing levels of physical activity of participants while tangibly reducing greenhouse gas emissions (measured via student diary record keeping as well as the CAA website Trip Tracker calculator). iv. Expose, and present opportunities, to youth to experience multi-sports (via duathlons and/or triathlons). Others' Campaigns and Programs: Our Champions are in demand to add value to the programs and campaigns of other organizations. Over the past six years we have participated in a wide range of partners' events targeted primarily at the general public (primarily adult audiences) and include: Go for Green's anti-idling programs, Pollution Probe's SMART (Saving Money and our Air by Reducing Trips) corporate ride reduction program; Heart Health Campaigns, Toronto Smog Summit, Shared Air Summit, and the City of Toronto Public Health 20/20 program, and national Clean Air Day. Who better to be role models for healthy living than one of Canada's top athletes? The Champions' message offers simple solutions and easy actions everyone can take to reduce personal contributions to air pollution and greenhouse gas emissions. They emphasize active transportation (walking, biking or rolling) in place of driving the car as automobiles are a major source of greenhouse gas emissions, and promoting physical activity is fundamental to our mission (see the CAC Annual Report 2005-2006 for more details). Educational Kits – 'Getting Active for Cleaner Air': Over 4,300 of these Kits, sponsored by Health Canada, have been distributed to date. They target 10-13 year age group but can be adapted for a wide range of ages and include a dynamic, bilingual, colour poster featuring our Champions, an information booklet, 'I'm a Clean Air Champion' stickers, and five physical activity games with themes related to air quality. The Kit's main objectives are to: • Integrate the disciplines of physical fitness, health, and environmental education (specific to air quality issues) in a fun, active way; • Instill in the participants an understanding and a sense of responsibility for both their health and the well-being of the environment in which they live; and • Provide educators with a range of teaching tools, physical activity games, and resources related to air quality, transportation, and health and physical activity. We hope to produce a second version of the Kits when funds permit.



A.5 Number of staff/volunteers 2 # of paid staff

85t100 # of volunteers

A.6 What training measures does your organization have for volunteers? Please describe. Approximately 50% of our volunteers in any given year are our Champions. While they receive a small honorarium for their work we estimate that they donate at least 50% of their time to our programs and events (speech research and preparation, travel time, extra hours at schools etc). In 2005-2006, and in collaboration with one of our partners (Esteem Team Association), we delivered a national training program for our Champions to provide them public skills speaking training. This program proved to be of tremendous value to the Champions and to their performances. We also continue to train our Champions on a one-on-one basis primarily via phone sessions, and as well, our staff and partners attend their presentations when possible to provide additional feedback. We plan to deliver CAA training workshops for our Ontario Champions to ensure high program standards are maintained over the years. Our Board of Directors is a working board of six members (one position pending) and each commits an average of 10 hours a month to CAC work. Ad hoc training is provided to the board for certain tasks. As example, in March 2007 two board members will be provided several hours of training on Foundation Search, a new online fundraising tool Clean Air Champions has recently purchased. In addition, as part of our CAA program implementation, we provide orientation sessions for every Champion and client (teachers) participating in the progrom to ensure they understand their respective roles, options and all other aspects of program implementation. And, one of our objectives in 2008-2009 is to co-host a duathlon for the participating CAA/SA schools (other area schools will also be invited) in one of the four regions with our partner Ontario Association of Triathlon (OAT). This event will require many volunteers (est. 50-100 ) and most of these individuals will require training. A.7 Does your organization have a risk management plan for the prevention of abuse to vulnerable people?

Yes No OR Have members of your board/staff read and understood abuse prevention materials such as Making It SafeR or the Ontario Screening Initiative?

Yes No

These materials can be accessed at: http://www.citizenship.gov.on.ca/english/citdiv/voluntar/index.html (Ontario Screening Initiative - English) http://www.mhp.gov.on.ca/english/sportandrec/safer.asp (Making It Safer - English)

A.8 Is your organization up-to-date in meeting all requirements related to grants received from the Ontario Government?

Yes No N/A If no, provide details: We have a final report for CIAF (Community -Ottawa) due September 30th, 2007 (our intent is to submit this report by August 1, 2007). We received approval from our Ottawa CIAF representative, Tara Currie, and the provincial representative Mandy Walker, to proceed with this province-wide application.

A.9 For local sports clubs only: Is your organization (or has your organization been) a member of a Provincial Sport Organization?

Yes No If yes, is (was) your organization in good standing?

Yes No If not in good standing, explain:



B. Proposed Project Information B.1 Name of Project HSBC Clean Air Achievers (CAA) and Stepping Ahead (SA - an optional component of CAA)

Project Start Date Jun 01, 2007

Project Completion Date Mar 31, 2009

B.2 Type and Scope of Project (you may select more than one project type, i.e., planning, implementation and development)

Provincial Project Planning Local Project Planning

Implementation Implementation

Development Development

B.3 Geographic Scope

Identify the community that this project would benefit Province-wide Municipality First Nation Other (e.g., provincial organization membership)

Please describe CAA and SA will directly benefit teachers and their students in grades 6 to 9 (grade 6 being added for 2007-2008) in urban and some rural schools in the four regions identified as part of the province-wide program. There is also an indirect benefit to participating communities as these students' families typically get involved by way of supporting more active transportation and reducing the use of the family automobile. In addition to teachers and students, we expect thousands of other Ontarians to be exposed to the programs via our comprehensive program outreach and promtion, and media exposure that can be expected at the local and national level (see Toronto Sun article appended). B.4 below provides specific geographic scope and estimated audience reach over the next two years. CAA/SA History and Scope: CAA has had three years of development and pilot testing with the first year, 2004-2005 in a pilot in 6 schools in Toronto. 2005-2006 saw the program tested in 12 schools spread between in Nova Scotia (3), Ontario (6) and British Columbia (3). Upon completion, and in preparation for the next year significant changes were made to CAA. Now in its third year, the program is in 25 (possibly as many as 35 as registration is still open) schools in Nova Scotia (3), Ontario (Ottawa 8-10, GTA 6-8), Saskatchewan (5) and British Columbia (5-9). Stepping Ahead is currently in a pilot in 8-10 schools in the Ottawa region (the same schools registered for CAA), and like CAA, will wrap up by June 30th, 2007. Both CAA and SA have had extensive development work including production of program manuals and materials, CAA's unique and sophisticated website, and many Champions trained to deliver the program (please see the SA Coaches' Manual and Student Log Book provided). We also have an extensive database of client contacts via our years of outreach to schools, and through our established partners including Toronto and Cathlolic District School Boards and Green Communities (Active & Safe Routes to School). Both these programs are ready for a larger market reach particularly in Ontario; historically our largest base for operation and program implementation. Four Regions in Ontario: With clients and outreach already established predominantly in southern and eastern Ontario we are confident that registering schools in CAA/SA in these regions will not be difficult. In the northern region we have historically had limited involvement primarily due to lack of funds. However, we do not forsee any major barriers to our program implementation in the north. One reason is that we have a network of contacts to access via the Ontario A&SRTS program, as well as our sport related partners OAT and Esteem Team Association (ETA), an established athletes' speakers bureau. Furthermore, if needed we will recruit more Champions who reside in northern Ontario, and if this presents a challenge (athletes relocate frequently) we will organize Rural Reach Tours (RRT). RRT involve sending one or more Champion to remote regions, over a few days, where they deliver the program to several schools in a region. In 2006 we had great success in a RRT targeted at First Nations communities that employed one of our Champions who comes from a First Nations' heritage. ETA also delivers its own RRT and welcomes collaboration with CAC on tours when appropriate. .



B.4 Briefly describe your project (major activities, intent, rationale, project’s catchment area. Include a brief description of outcomes) As both CAA and SA are described in A4 and B3 above we will devote this answer to summary of objectives, details of program implementation, and expected outcomes. Furthermore, CIAF staff can see firsthand details of both programs, and how they are implemented by reviewing the program materials (Manuals, log books etc) included with this application. For 2007-2008 we expect to make minor modifications to the programs' materials and these will be done based on the recommendations from our final program evaluation reports, both expected to be completed by early July 2007. At this point in time, we foresee minor upgrades to activities in the Teachers' and Coaches' Manual and the website (i.e. new quizzes, upload new activities, add simple features and resources etc). Four weeks is enough time for us to complete these upgrades and have the English program materials ready for early September distribution. Major Objectives of CAA and SA: 1. Provide excellent curriculum linked learning tools, resources and activities that reinforce key messages of interconnections between physical activity (sport and via active transportation), air quality (and climate change) and our health. 2. Produce quantifiable increase in physical activity levels through participation in CAA/SA. 3. Create opportunities for youth to learn about, and hopefully try new sports (duathlon, running, triathlon, biking etc) 4. Provide essential life skills related to active transportation that youth will use for the rest of their lives - more likely leading to participation in more sports, less injury, cleaner environment, and healthier and happier citizens. 5. Produce quantifiable data on participation rates and improvement in kms travelled by active transportation per participant (via the CAA Trip Tracker) 6. Produce tangible reductions in green house gas emissions by each participant (via the CAA Trip Tracker) 7. Expand the program's audience reach (and in turn overall impact) by inviting family members to be active participants in the CAA program, and as volunteers where possible. Steps involved in program implementation (for samples, see page 6 in Teachers' Manual and page 2 in Coaches' Manual): 1. Outreach to schools undertaken via several communication methods including CAC database and websites, partners mailings and websites, our Champions, and school board internal notices, and teachers word of mouth. This will begin May 2007 and will occur again for first weeks of September. Outreach can continue until spring of each year as long as we have the time to schedule Champions visits and assist teacher before program wraps up (as example a CAA notice is currently available at 'Active & Safe Routes to School' website) 2. Once a school is registered, the teacher(s) are provided with the program materials and given a phone or in person CAA/SA orientation session by CAC staff (some multiple sessions per school as often several teachers involved). 3. The Champions' first visit is to introduce CAA/SA, orient the students to the website, and leave them inspired to do their best in the program (speech details are in the Champions' Manual pg 4). The second visit by the Champion will be to wrap up the program, congratulate the students and hand out the certificates of Achievement and any prizes (pg 10). 4. Students and teachers can participate in both programs as long as they complete their implementation before the end dates of the respective programs. Our minimun requirement for CAA is for teachers to ensure that their students commit to at least 2 weeks of online travel trip entry on the CAA Trip Tracker (which can be done in and out of class time) 5. CAC staff manage the program in Ontario and will monitor all aspects of its implementation (see B12 below). We may involve our partners (listed in B17 below), or contract staff, to assist with local outreach or to coordinate Champions' visits. Catchment Areas and Expected Outcomes over two year time frame: ** 1. Eastern Ontario including Ottawa and regions extending to Kingston in south, Perth in west, Orleans in East. Number of schools/classes targeted: YEAR 1 - 10/30 for ~ 700 - 1,100 students + YEAR 2 - 15/45 ~ 1,000- 1,700 2. Central Ontario including Greater Toronto Area and surrounding regions of New Market, Scarborough, Mississauga, Oakville, Barrie. Number of schools/classes targeted: YEAR 1 - 12/36 for ~ 1,000 - 1,400 students + YEAR 2 - 20/60 ~ 1,200 - 1,800 students. 3. Southern Ontario including Hamilton, Burlington, Brantford, St. Catherines, Windsor. Number of schools/classes targeted: YEAR 1 - 5/15 ~ 300 - 600 students + YEAR 2 - 10/30 for ~ 700 - 1,200 students 4. Northern Ontario including Sudbury, Thunder Bay (2 schools on waiting list), North Bay (the cities and towns will be defined from discussions with our partner Green Communities (Jacky Kennedy) based on their established network. Number of schools/classes targeted: YEAR 1 - 4/12 ~ 300 - 500 students + YEAR 2 8/24 ~ 500 - 700 students Expected Outcomes: Over a two year period, directly reach 4,500 - 6,500 youth in Ontario and produce data that demonstrates that these students achieved a minimum of 10% increase in their physical activity levels (through sport, movement, OAT program enrolment, and active transportation) and a minimum 10% reduction in greenhouse gas emissions (and with their families' involvement that we will attempt to measure). Over a two year period, directly reach 15,000 - 25,000 adults via our program outreach and promotions in schools. Indirectly reach 500,000 - 1 millions Ontarians through media (see article from Toronto Sun included as an example from 2006), websites and other communication tools. (**Values obtained based on average registration: 3 classes per school @ 25 students per class



B.5 Explain why this project is needed to address the sport participation and physical activity “gaps” of your community (or communities), and please state the issues, barriers and conditions that this project intends to address. Today, there are two epidemics facing Canadians of all ages, particularly youth, and they are: obesity and lung disease (asthma, bronchitis etc). These epidemics are directly connected to the global issue of climate change due in large part to our reliance on fossil fuels, particularly for transportation. Global warming is one of humankind's greatest challenges and its many repurcussions are being felt around the world in drastic and often fatal ways. All these issues are interconnected as transportation, and our reliance on automobiles, is a major contributor to air pollution, smog and climate change and has direct and detrimental effects on human and environmental health, and community safety and well being. One solution common to these challenges is physical activity, namely active transportation as it combats obesity, improves overall physical and mental health, and helps reduce greenhouse gas emissions and air pollution. The following statistics reveal why this program is needed: *Almost half of all schools (46%) do not have a policy to provide daily physical education classes to students. Of those that do, twice as many schools have written policies rather than generally understood, unwritten policies (36% versus 19%). *Elementary schools are slightly more likely to have a policy for daily physical education (57%) than are secondary schools (51%) (Canadian Fitness and Lifestyle Research Institute, 2001). * 2.8 million Canadians aged 20 to 64 are obese (this equals 15% of the population or one in seven people). * Half of Canadians 12 years of age and older are physically inactive * Inactive Canadians face an increased risk of chronic disease and premature death due to physically inactive lifestyles (Coalition for Active Living "Towards a Physically Active Canada, October 2003); * Over half (51%) of Canadian children aged 5-17 rely solely on inactive modes of transportation to travel to and from school (1998/99 National Population Survery)."Increasingly, researchers believe that remaining physically active into adulthood is often determined by whether a person develops an "athletic identity" in childhood. Even the specific sport a child chooses, whether it is football or tennis, can have a profound impact on whether he or she exercises later in life and even influence risk for cardiovascular disease." (Kids' Attitudes Toward Sports Can Affect Their Adult HealthSept 2, 2003 Health Journal). "Asthma is a chronic, sometimes debilitating condition that has no cure. It keeps kids out of school (for a total of 14 million lost school days each year, according to the Centers for Disease Control) and sidelines them from physical activity. Employers lose 12 million work days every year when asthma keeps adults out of the workplace. The disease is also responsible for nearly 2 million emergency-room visits a year." (Asthma and Air Pollution Source: http://www.nrdc.org/health/effects/fasthma.asp National Resources Defense Council, Nov 2005). * Asthma is the third leading cause of hospitalization among children under the age of 15 and it is the leading cause of chronic illness among children (National Center for Health Statistics. National Hospital Discharge Survey, American Lung Association, 2002). * Throughout Canada, children are more likely to be hospitalized for respiratory problems resulting from exposure to air pollution than any other cause (Canadian Institute for Child Health, 2003) "The health effects caused by air pollutants may range from subtle biochemical and physiological changes to difficulty breathing, wheezing, coughing and aggravation of existing respiratory and cardiac conditions. These effects can result in increased medication use, increased doctor or emergency room visits, more hospital admissions and even premature death. Exposure to toxic airborne substances (e.g., mercury and lead) can also lead to neurological damage, particularly in children." Health Canada.(Health and Air Quality – Health Effects http://www.hc-sc.gc.ca/hecs-sesc/air_quality/health_effects.htm 2005) "Transportation is one of the main sources of greenhouse gas emissions in Canada, contributing about 25% of total GHG emissions. About half of this is from passenger vehicles, and for the average Canadian, 50% of individual GHG emissions are from vehicle use. Since 1990, GHG emissions from passenger vehicles have increased by about 12%; emissions from aviation have increased by about 18%."(Environment Canada. Canada’s Greenhouse Gas Inventory: Overview 1990-2002. http://www.ec.gc.ca/pdb.ghg, 2005). These statistics clearly indicate that there is a need for more physically activity, less air pollution (and in turn cleaner air for all to breathe) and healthier lifestyles. Research also shows that top level athletes are ranked in the top 5 of society's lead role models for youth, and our years of evaluation support this fact. Consistently, our Champions rank in the 90th percentile in performance and impact as reported by teachers, parents and students. We know from our research that teachers value this program because it meets a wide range of curriculum needs, incorporates academic and practical aspects, empowers and recognizes youth for making tangible, healthier choices, and links many major social issues within the curriculum context in a multi-media forum. We designed and improved the program over the past two years so that it is as flexible as possible for teachers and attractive and fun for students. We also see the ripple effect in families as the students take the CAA message home to their parents and relatives. Our ultimate goal is to educate and inspire these students to become Clean Air Achievers for life!



B.6 How will this project address the physical activity and sport community need as identified (describe how this project will reduce barriers to participation)? As explained in B.4, CAA/SA provides youth with a wide range of learning resources incorporating academic learning and practical applications both in and outside the school environment. When youth understand the issues and the direct links between environment, health and lifestyle choices they are far more inclined to act responsibly. These two programs provide not only this enlightenment, delivered by a top athlete role model, but also a neat online tool, the Trip Tracker, that shows them firsthand how their more sustainable modes of travel have direct benefits to our air and their health. SA will also teach them fundamental skills of movement, nutrition and safety that they will carry with them into adulthood. As pointed out in B.7, it is fact that the physical activity levels of youth in Canada are in serious decline, while obesity and asthma rates are steadily on the rise. Furthermore, there are many youth who would not normally have the opportunity to be exposed to organized sports such as du/triathlon and this program will offer such an opportunity, possibly leading to new sport experiences for many youth. For those youth inspired to continue they may now have international opportunities as the sport of triathlon is an Olympic sport and was also recently added to the annual Canada Games. Both of these developments bring with them provincial and national government investments in grassroot sport development, and open up more opportunities for youth to compete at higher levels. And, for those youth who do wish to continue on in multi-sport at the local level, CAC and OAT will provide references, websites, and other resources to ensure that they have every opportunity to do so. As mentioned above, CAC and OAT hope to organize a regional duathlon/triathlon in 2008-2009 for the schools participating in CAA/SA. If successful, these events could see hundreds of youth involved and introduced to organized and competitive sports that will hopefully translate into a lifetime of being active. There are few barriers to participation in CAA or SA - it is open to students of all backgrounds, nationalities, gender and abilities within a regular education program. We also offer help for teachers to accommodate special needs students, on a case by case basis, with program implementation in the classroom and in the gym (our staff have training in special education).



B.7 What research has your organization undertaken in identifying or confirming the need for your project, and in determining what you need to do? Check applicable box/es below and describe.

Literature research Interview/s Focus group/s Survey/s Other (specify) Demand for our programs and our Champions continues to exceed our capacity to respond

For items checked above, please describe:

Our research comes from a vast array of sources including six years of our own program evaluation. We survey our clients, Champions, community partners, and audience members (youth), some after every Champions' appearance and all at the end of any program upon its completion. We use this data to improve upon existing programs and to design new programs such as Stepping Ahead. In developing CAA we listened to what teachers and students had to say including to: offer a program that integrates theory (in-class activities) and practice, is strongly linked to curriculum, is relevant and interesting, and is as simple and hassle free as possible to implement. We believe we have done that over the past several years and we will continue this process as the program expands. In addition to our program evaluation work, we are continually gathering current research, articles and studies on the many issues we cover related to physical health and wellbeing, sport and physical activity, transportation, air quality and climate change, youth education and more. We have an up to date research library on these topics, and staff and/or board members attend seminars, workshops and conferences on a regular basis to stay on top of current trends and research. Furthermore, we are part of list serves that provide valid, current research materials.

In the first and second years of CAA we conducted several youth focus groups with students in the target group (10 - 15). The results from each of these sessions played an important part in subsequent program design. And, at the conclusion of the program June 2006, 80% of the teacher participants were interviewed individually. Findings from this evaluation process were instrumental in the changes made to the program design for 2006-2007. And, over the past year a great amount of research, expertise and work was dedicated to developing the Teachers Manual, the website and various resources. To assess this work, an advisory committee was created to provide professional input at various stages of program development.

The SA program was co-developed with a certified national level coach and CAC staff that include an education consultant, who is also a retired national team athlete (Athletics) with additional training in special education. Both projects were managed by CAC's Executive Director, a retired national team athlete with undergraduate and a graduate degrees in environmental sciences and over 20 years related work experience. Together, these professionals provided over 45 years of valued experience to this program (in addition to the input provided by our Board of Directors).

Some of the other sources of information we referenced for this program include: Canada's Physical Activity Guide to Healthy Living, Canadian Medical Association, Ontario Ministry of Health Promotion, Canadian Fitness and Lifestyle Research Institute, Health/Environment/Transport Canada, Go for Green, Pollution Probe, The Coaching Institute, and Ontario Physical and Health Education Association.

Using all sources of research and information we are confidant that there is an overwhelming amount of evidence and research to demonstrate the need for CAA/SA program. Our athlete role models consistently rank in the 90th percentile in our survey results year after year proving that they are effective as both educators and role models. Other research supports this conclusion including a 2004 Statistics Canada School Census that found that sportspersons rank as the top non-personal role model by Canadian youth (http://www19.statcan.ca/04/04_008_e.htm). What makes CAA/SA so unique is that it addresses a wide range of accepted educational, physical, social and environmental needs in society and in our schools and classrooms. The program teaches youth to be more aware of their physical health, how their choices impact their well being and the environment, and helps them to understand their role as a member of their community and the global environment.



B.8 Demonstrate how your project will provide value for money (e.g., cost per participant, leveraging other funding, cost is appropriate to geographic location, cost is appropriate to target group). CAA is now an established curriculum program, with close to three years of resources, staff time and testing. SA , while in pilot currently, has gone from concept to an established program with top quality materials and is also ready for expansion. It therefore makes for a logical, and wise investment for the Government of Ontario to see both expand into more regions to capitalize on their impact, and benefits to Ontarians. By supporting CAA/SA over the next two years the Government of Ontario can capitalize from the past several years of program development and testing. Furthermore, we bring to the table confirmed private sector funding that ensures that the core program revenues for CAA is in place until summer 2008, and possibly beyond. Furthermore, we have every indication that funding will be renewed by Transport Canada (Moving on Sustainable Transportation) and Honda Canada - both which will add revenue into the Ontario programming thereby increasing number of classes and overall program impact and outcomes (MOST and Honda are expected to be confirmed by summer 2007). In addition, the CAA/SA program is included in a pending proposal with Environment Canada as one part of a national program themed around physical activity, air quality and the 2010 Vancouver Olympic Games. Funds from this national program would also allow us to expand the reach of CAA throughout Ontario and up to the 2010 Vancouver Olympic Games (details of this program are available upon request). CAC's largest base of operation has always been in Ontario and so too has our dollar investments been proportionally greatest in Ontario. This is where we house our office and staff, run our pilots and have the largest base of Champions and network of school contacts. This network will be leveraged in Ontario through the various school boards we are known to, as well as our many partners and supporters including Green Communities Association, provincial and national sport training centres, OAT, Citizen's Environmental Alliance and Green Communities Association (Active & Safe Routes to School) to name just a few. These programs are such that initially cost benefit ratios have been higher than in successive years. One reason is that the programs' costs for development were proportionally higher in early stages. What we are finding is that this ratio has been reduced significantly because return on our investment is now starting to pay off in higher registrations per teacher and per school. As example, in year one of CAA, it took a great deal of outreach to secure the teachers and to develop the program from scratch. In 2005-2006, we again spent considerable resources on redesign and retesting - and with a limited pool of students. However, in 2006-2007 we saw 100% repeat registration of teachers from the previous year pilot, and the addition of more classes per these teachers and their schools. We see this trend only increasing as CAA, together with SA, apply to a wide range of curriculum requirements, covering many subjects and appealing to several teachers within the same school. With relatively the same outreach efforts we expect to see the cost benefit ratio continue to decrease as the programs increase on an exponential scale (assisted significantly in this year by teachers' word of mouth promotion). Furthermore, this program addresses key priorities for the Ontario government and helps to support the Government's investment made to the Active 2010 Areas of Action. All seven of these Areas of Action are involved in CAA/SA and in particular #4 Participation as both a physical activity and a sport (page 10). The research on the need for such a program is well established and it is a program with years of trial and development completed. The CAA program has stability due to private (and public) sector funding confirmed until at least summer 2008. And finally, our Champions and our main partners and supporters are in place for expansion across the province in the next two years (and these partners could also increase). B.9 If your project is targeting a ministry priority group, please identify below. (Please check one box only. If your project targets more than one group, select the most appropriate box according to your project goals/objectives.)

Children and youth (18 and below) Aboriginal people Low-income Older adults (55+) People with disabilities Women and girls Visible / ethnic minorities



B.10 How does this project intend to outreach to the target population? (Include any outreach and/or consultative activities.) As outlined above, the CAA/SA programs are promoted through a range of communication methods used by CAC and our partners. These tools target youth in grades 6, 7,8 and 9 (grade 6 will be added) and in so doing include any member of a minority group that would be part of a classroom. To undertake our school outreach we will call on our extensive network of contacts developed over the past six years, as well as that of partners like Green Communities whose database is 4,000 schools in Ontario. Along with direct contact with CAC's key point persons in the schools, our program notices are expected to be promoted through the schools boards in each region, as well as our partners extensive databases, websites and newsletters. This year, because both programs are ready for implementation at the start of the 2007-2008 school year, we will begin a targetted outreach before the end of the 2007 school year. We are also adding new outreach methods to our strategy including applying to school board's to be included in professional development day programming, and to presenting at principals' conferences and workshops. The Executive Director will also be attending, and hosting a CAC booth, at the upcoming Trails to Sustainability Environment and Education Conference at the end of May 2007 (http://www.trailstosustainability.ca/). She will be doing live demonstrations of the CAA website and showcasing the two programs' materials to interested teachers. It will also be possible to pre-register any teachers for 2007-2008 that wish to do so. When opportunity presents, we also promote the program in the media (article in Toronto Sun), thereby reaching a much wider audience in Ontario, and Canada. B.11 What previous successful relevant projects have you undertaken in the last 5 years? List up to four and briefly describe relevance (e.g., type of activity, budget, scope).

1. Clean Air Achievers - 2004-2005 - small pilot in 5 schools in grades 5,6 in the Greater Toronto Area (copy of the final report available upon request. This led to a second year of funding by MOST as well as additional funding by Green Street Budget: $80,000 + value-in-kind.

2. Clean Air Achievers 2005-2006 - three province pilot (ON, NS, BC) in grades 7, 8 and 9 in 20 schools. Final report to be completed by July 31st. Evaluations and feedback to date are very positive. (HSBC confirmed its support for CAA for 2006 to 2008 this past March). Budget:$106,000 + value-in-kind HSBC/CAA 2006-2007 - four provinces (NS, ON, SK, BC) in grades 6, 7, 8 and 9 (grades 6 were by request of teachers). School target is 30 and 26 currently registered. Most participating in spring 2007. Budget: $76,000.00

3. Champions for One-Tonne Challenge - 2004-2005 and 2005 - 2006. A national program created by CAC and funded by Government of Canada, One -Tonne Challenge Youth Division. Target audience was primarily youth between 15-25 and secondary was corporate, government employees, and community and not for profit groups. Our program implementation was so successful in year one that Environment Canada doubled our budget and program scope in year two. The program was recently terminated by the new government and not due to lack of performance. Budget year 1: $110,000 + value-in-kind Budget year 2: $220,000 + value-in-kind

4. Getting Active for the Environment Education Kits -- an easy to use education kit that included dynamic, colour poster featuring our Champions, an informative booklet that includes physical activity games themed on air quality and health issues, and I am a 'Clean Air Champion' stickers. This Health Canada funded project was the first of its kind for CAC and proved to be a very successful with requests still being processed for the Kits and over 4300 distributed since 2002.

B.12 How will your project be supervised and managed? Include number of people designated as project managers and/or supervisors, and their skills, knowledge and expertise. One full time Program Manager will be on staff to oversee the program and one part-time administrative staff person will manage the program and both will be overseen by a full time Executive Director. The full time staff are in place at present (Program Manager is part-time at present) and both have excellent qualifications, as stated above in B.7. The administrative person has yet to be hired but the hiring process will adhere to CAC's policy on human resources, approved by the Board. Other persons involved in programs include members of our Board of Directors, volunteers (4 committed at present in Ottawa area) and program partners who provide us feedback, and contribute their resources and time to help advance the programs. We also contract professionals as needed for specific project deliverables such as desk top publishers for materials, curriculum experts, physical activity experts, web site designers, communication writers, public speaking skills trainers for our Champions.



B.13 Describe your project’s evaluation plan. Our evaluation tools and techniques have evolved over the years based on experience and direction from professionals in the field. In 2005-2006 we benefitted from professional input from several sources including a top environmental curriculum education consultant, Marnie Olson of Passion for Action. She provided excellent direction on how to design the Teachers' Manual to allow both our staff and teachers the tools to evaluate the program's usefulness. Furthermore, Green Street (McConnell Foundation) provided us ongoing support through their evaluation expert. This expert provided valuable feedback on our CAA program evaluation surveys and other tools including our end of program teachers' focus group. The system we have in place is as follows: Every Champion presentation delivered at a school is evaluated by the client (typically teachers or parent volunteers) and our Champion. Our return rate is excellent and typically in the 80th and 90th percentiles respectively (Champions must complete their surveys before they receive their honorarium). We also survey our community partners involved in program implementation at the end of the program and are involved in ongoing communications throughout the programming period. We invite and welcome their input and feedback. We also hold focus groups when appropriate. In the first year of CAA program development we held several youth focus groups and their findings had a direct impact in program design. At the end of the programming year in 2006 we conducted one on one interviews with 80% of the teacher participants. The results from this report were instrumental to the improvements and changes made to the 2006-2007 CAA program materials and website. We intend to repeat this teacher evaluation at the end of each year of programming. We also evaluate our Champions' performances by attending their presentations (as do our community partners), record anecdotal feedback, conduct in-person and phone interviews, and invite online feedback from clients and youth via our websites. Clean Air Partnership and Greenest City - 2006-2007 Evaluation Partners: Currently, Clean Air Champions is one of a handful of Toronto NGOs involved in a project to help NGOs assess their evaluation tools and systems. This project began summer 2006 and is co-delivered by the Clean Air Partnership and Greenest City (CAP/GC). It has involved intensive phone surveys, sharing of our evaluation tools and system and one-on-one in person consultation session. Overall, this project has been of benefit to our work and we hope that we can continue being involved in this project. In summary, we were happy to know that our evaluation system is comprehensive and effective, and in some areas exceeds normal standards of reporting. CAP/GC has invited CAC to be part of a second phase of their evaluation project (should they be successful in raising the funds). The CAA program would be a central focus of this second phase, and we believe it will be of great value to the program and organization as a whole. Their staff person, Jessica Abramson, has offered ongoing and evaluation support and advice at any time, regardless of continued funding. We see great value in being exposed to new evaluation techniques, sharing our ideas and methods with others, and being exposed to new or better methods of evaluation. B.14 Describe how your organization is going to share the lessons learned from your project. This year, we added a media room to our CAC website that allows us to feature our good news stories and other news items (this was one of our deliverables to our CIAF grant). We will dedicate a part of these pages to the CAA/SA program and will post regular updates on CAA/SA success stories for all to see. We will also be asking teachers and students to tell us what they have accomplished and invite them to challenge other CAA schools in or outside of their region. We could post each school's scores, create some excitement among participants, and build momentum towards higher goals. This could also lead to increased participation in OAT's Kids Triathlon summer program thereby building on the success of the school programs. And, we will also post letters, articles and stories from our partners and our Champions. Through our partners' websites we are exposed to large public audience that goes well beyond our targeted school related audience. And, as mentioned above, one of our most valued and trusted sources for promoting the lessons learned is through teachers who have participated in the program, and who endorse it to their colleagues. CAA is also featured on the HSBC and Honda Canada websites under their corporate donations section with a link to our CAC website. And finally, we also produce and distribute a quarterly newsletter for our members and partners and program results will be shared in these materials.. B.15 If applicable, describe how your project will support the key ministry priorities of injury prevention and/or mental health promotion as related to increasing physical activity. It is a well established fact that the more physically fit a person is, the less likely they are to injure themselves, and also more likely to recover faster from injury or illness then unfit individuals. With regards to mental health, please see the article appended 'Exercise Prescriptions' by David Carmichael, that includes a wealth of evidence to support the thesis that physical activity does help prevent and treat mental illness ( David Carmichael is the former Executive Director of ParticipACTION and suffered his own period of mental illness - giving this article added value).



B.16 Has your organization consulted with the Heart Health Coalition in your community? If so, please describe how your project aligns with, or supports, the Coalition’s existing physical activity initiatives. Not recently however in 2004 we were involved with a Heart Health Campaign in Greater Toronto Area and provided Champions speakers for several events. This is one group we would like to contact to explore partnership opportunities and would welcome direction or references from CIAF staff and our partners.

B.17 Please list the names of all community partners involved with your project (colleges, universities, Conservation Authorities, Public Health Units, and municipalities with population over 10,000 must have a community partner).

Green Communities Association - Active &Safe Routes to School (A&SRTS) - Jacky Kennedy

Clean Air Partnership and Greenest City - Jess Abramson

Citizen's Environmental Alliance - Suzanne Friemann

Ontario Association of Triathlon - Linda Kirk

Toronto District School Board (EcoSchools) - Richard Christie

Ottawa Carleton District School Board -

Esteem Team - Shelly O'Brien

Catherine O'Brien - York University - Specializing in children's health and transportation

Potential Community Partners:

Heart Health Coalition - by region

Ontario Physical Health Education Association - past supporters- will be contacted again



C. Work Plan The Work plan is designed to provide the ministry with a clear idea of how you are going to carry out your project. The ministry will use the information to assess your application. If your application is successful, this information will also be used to assess your Interim and Post-Project Reports. Please note: Any second or subsequent payment instalments will depend on whether or not the ministry approves your Interim Report. Key Components Milestones Projected

Start Date Projected Completion Date

Note:totals are for two years combined, as broken down in B.4 and all materials will be for Ontario Grades 6,7,8 and 9.

A. Program Materials 1. Teachers’ Manual – Total #: 250 Regions: South (35) Central(100) East(60) North(35) 2. Coaches’ Manual – Total #: 180 S (30) C (65) E (55) N (30) 3. Student Log Book Total #: 3,750 S (750) C (1,500) E (1,000) N (500) 4. Promotional Items: CAA/SA Poster Total #: 360 S (60) C (140) E (125) N (35) 5. Champions Materials: Manual #: 100 Clothing #: 80 6. Prizes & Awards CAA Certificates CAA Youth Shirts: est 500@252 classes@2 per class

Other Prizes: Ideally one per student participant.

Based on recommendations from end of program report, and input from curriculum consultants, modifications or upgrades undertaken. Grade 6 curriculum connections added in 07 and any corresponding curriculum needs for grade 6 included (i.e. new activity for gr. 6). Based on recommendations from end of program evaluation, and input from content experts, modifications or upgrades undertaken. Grade 6 curriculum connections added in 07 if needed. One manual provided with school registered with CAA program (total copies less than Teachers). Based on recommendations from end of program evaluation, and input from content experts, modifications or upgrades to be undertaken. Total number will also depend on orders from teachers. We are estimating for 3,750 log books but will gauge this based on pre-registrations and fall enrollments (and to budget). Poster design reviewed and modified if needed (perhaps to reflect Stepping Ahead). Distributed at 3 per school CAA Champions’ Manual and speech materials (i.e. ppt) to be reviewed and feedback from Champions evaluated at end of program ea year. Manual modifications to be aligned with Teacher’s Manual program modifications (i.e. to website function, activities etc.). Unique and identifiable team clothing with 07-09 sponsor logos produced for Champions. CAA certificates are updated with new sponsors and/or text. These are downloaded by teachers so they do not need to be produced by CAC. CAA youth shirts will be purchased and printed with logos and distributed as prizes for classes. Print run may be done fall and spring pending total school registrations and timing of program implementation in schools. Other give-aways will be sought from appropriate companies that support the values and mission of CAC (ie sport clothing and equipment manufacturers etc.). These will be distributed by Champions and in discussion with teachers. May include items like water bottles, pedometers, sports equipment, sport camp fees etc.

May -July 07 & 08 May - July 07 & 08 May - July 07 & 08 July 07 &-08 July 07 & 08 August 07 & 08 October 07 & 08 June 07 & 08 and ongoing

Teachers' Manual printed and ready for distribution first week of September. Coaches’ Manual printed and ready for distribution first week of September. Log Book printed and ready for distribution first week of school in September (and ongoing). Posters printed and ready for distribution for first week of September Champions clothing ready by early September and distributed to Champions at least 2 weeks prior visit #1 Certificates are uploaded and ready for printing by first week of September First print run October and second Feb based on total classes registered Other prizes distributed according to supply to classes that have completed program completion



Key Components Milestones Projected Start Date

Projected Completion Date

B. CAA Website Improvements and upgrades as needed

Based on end of program recommendations, and with input from experts, upgrades or modifications made to site. New quiz will be added each year and new activities. If funds allow, animate action figures or other features to make site more interesting and appealing to youth. All upgrades are made to CAA website and site tested prior to start of program implementation in September. French program translated over summer 2007 and ready for implementation early fall, 2007.

May - August 07 & 08 May 07 begin translation May 08 – revisions

Web updates completed by August 15th. French site live before Oct 07.

Program outreach to begin spring of year prior (i.e. May 07 for Sept 07 classes). Outreach expanded through partners promotions (A&SRTS, OAT, TDSB, TDCSB, CEA) and teachers given opportunity to pre-register online. Outreach will continue in phases based on capacity and registration spaces remaining. Outreach can continue until 60 days prior to end of program. All types of schools will be solicited including private, public, inner city, Montessori. New outreach methods will be used in 2007 including national environment and education conference (May 07), school board PD days, adds in Green Teacher, and principals meetings.

May and ongoing until 60 days before end of program Notices posted in environment and physical education publications to tie into fall publications

60% of registrations by early October, 40% ongoing until 60 days before end date.

C. Outreach to Schools & Audience Reach Schools/Classes: S (15/45) C (32/96) E (25/75) N (12/36) D. Champions Total #: 30-40 Training Workshop

All participating Champions recruited and provided training through workshop given early fall and also through one on one support. Each Champion visits each school 2 x as part of their commitment to CAA. More Champions are trained to deliver program then actually needed in the event of attrition (athletes move frequently). All materials delivered to Champions at least 2 weeks prior to their first presentation

June and ongoing

All Champions trained by January, and all have received materials prior to school visit. Workshop delivered Aug or Sept pending availability of majority Champions

E. Evaluation Includes: Ongoing feedback from clients, students, partners; surveys both CAC issued and online (Survey Monkey tool); CAA website Trip Tracker results phone and in person interviews, e-mails etc.

Survey return rates: Champions: 98% - All Champions complete surveys after each appearance and fulfill roles and responsibilities as stated in their CAC/CAA agreement Clients (teachers): 65% - after every Champions’ appearance and at end of program year Students: 10% - end of program surveys for students are provided online but difficult to get completed Partners: 100% - open lines for feedback at any time and all complete end of program evluation survey

From first visit of Champion to end of program

Surveys completed per milestone description and end of program surveys completed within 2 weeks of completion date.

Use extra page if needed



D. Performance Measures

Please complete ONLY those items in this section that will apply to your project.

D.1 If training will occur during the project, how many of the following will be newly trained?

Children and Youth (Under 18) Others (18+)

Recreation leaders

Administrators and Officials 5

Sport coaches

Others (e.g. volunteers) – Describe: Including our Champions, parents coordinators, A&SRTS coordinators and teachers who help outside their work time 75

Total new training expected ► 80

D.2 How many new participants are anticipated? Projected #:

Children and Youth (Under 18): 5500

Others (18 and over): 2500

Total new participants expected ► 8,000

D.3 If your project will develop new products/activities, please specify below. Indicate the number of new products/activities developed in the boxes provided (not to be confused with the number of product copies or the number of activities implemented. For example, if one workshop is developed and the same workshop is delivered in eight communities across Ontario, only one activity will be counted).

Projected #:

Model and/or tool – describe: both CAA and SA can be viewed as models 2

Educational resource (e.g. publication, manual, etc.) – describe: Manuals will all be updated ea year 3

Physical Activity Plans developed and/or implemented 1

Other (e.g. workshop, conference, etc.) – describe: Champions training workshop 3

Total new products/activities ► 9



DETAILED BUDGET WORKSHEET (For assistance, please refer to the “CIAF Application Instructions”)

COSTS / EXPENDITURES REVENUE / FUNDING

A Item and Description

(include ineligible costs)

B Requirements

C Unit Cost

$

D Total Cost

$

E Source and Status

of Revenue (anticipated/confirmed)

F Contributions /

Revenue $

G Contribution / Revenue

Type (financial/ in-kind/grant)

1. Program Development KEY TM - Teachers Manual CM - Coaches Manual ChampM - Champions Manual SLB - Student Log Book CE - Curriculum Expert DL - Desktop OM -Outreach Materials a. Teacher Manual -TM b. Coaches Manual (CM) c. Student Log Book (SLB) d. Champ Manual (ChampM) e. Poster content&graphics f. Website - upgrades & uploads g. Outreach Materials (OM)

a.TM - additions b.CM- updated w new lesson(s) c. SLB -upgrades & updates d. ChampM - upgrades & updates e. Poster re-design f. Website - Upgrades CAA and Updates CAC including partners, sponsors, Media Room (ongoing) g. OM incl Exec Briefs, registration forms (incl logos)

a.Curriculum Expert (CE) @20hrs@$65/hrx2yr Desktop layout (DL):5hr@$65/hrx2yr b. CE-12hr@$65/hr x2yr DL 5hr@$65/hr x2yr c. CE-10hr@$35/h x 2yr d. DL-2hr@$65/hr x 2yr e.Design&DL@ 4hr@$75/hr x2yr f.Webmaster @40hr@$75/hr x2yr g. DL@3hr@$75/hr x 2yr

Totals for 2007-2009

a. 3,250

b. 2,210

c. 700 d. 260 e. 600

f. 6,000

g. 450

CIAF (anticipated) Partner -Ontario Association of Triathlon (OAT) (confirmed)

11,470

2,000

Grant VIK Partner

2. Materials' Production: a. Teacher Manual -TM b. Coaches Manual (CM) c. Student Log Book (SLB) d. Champ Manual (ChampM) e. Poster content&graphics g. Outreach Materials (OM) h. Champs Clothing i. Youth shirts

a.TM x 250 b.CM x 180 c.SLB x 3,750 d.ChampM x 100 e. Poster x 360 g.OM x 450 copies h.Champs x 80 i. Youth Ts x 500

a.TM@250@$12.7b.CM@180@$21 c. SLB@3,750@$7d.ChampMx100@ $10 e. Poster@360@$1.7g. OM @[email protected] h.Champs@80@ $25 i. YouthT@500@$5

a. 3,188 b. 3,780

c. 26,250 d. 1,000

e. 612 g. 113

h. 2,000 i. 2,500

CIAF (anticipated) Partner -desktop (confirmed)

37,443 2,000

Grant VIK Partner



3. CAA/SA Personnel a. Program Manager (PM) b. Admin Assistant (AA) Champions c. Training Workshop d. Honorariums e. Miscellaneous -i.e.travel f. Rural Route Tours x 3

a. PM@3 days b. AA@2 days c.TWorkshop x 2 w facilitator, food, technical needs, photocopies d. Honorariums for 2 visits/school e. Misc costs for extraneous costs f. 1 in 07-08 and 2 in 08-09 incl travel, hotel,food

a. PM@$224/day@ 132days x2yr b.AA@$144/day@200days c. $1,500 x 2 d.84schools@$600 e.1,000/year@2yr f. $1,400/tour x3

a. 64,416 b. 25,344

c. 3,000

d. 50,400 e. 2,000

f. 4,200

CIAF (anticipated) Honda Partner(anticipated)

Grant (anticipated)

Partner -HSBC (confirmed) Partner - Clean Air

Partnership & Greenest City (confirmed) Partner - Green

Communities (confirmed)

53,476 48,232 10,000 31,768

884 5,000

Grant Partner Grant Partner VIK Partner VIK Partner

4. CAC Mgmt (ineligible) a.Executive Director b. Overhead - office

a.Executive Director time allocated to management of programs b. Overhead for 2 years

a.25%@$63,000@2 years b. $400@24 months

a. 31,500 b. 9,600

HSBC Holdings (confirmed) 41,100

Donation (Ineligible)

5. Evaluation a.Survey development CAA and SA b.Online Tool (Survey Monkey)

a.Expert consulted on design b. Monthly fee for service - used 6 months/yr

a.expert@12hr@ $35/hr x 2yr b.$23x 6months x 2yr

a. 840 b. 276

Partner - Clean Air Partnership & Greenest City (confirmed)

1,116

VIK Partner

6.

Project Budget TOTALS

$244,489.00

$244,489.00

BUDGET SUMMARY (For assistance, please refer to the “CIAF Application Instructions”) Please use the “Tab→” key when entering dollar amounts.PROJECT REVENUE Towards Eligible Costs Towards Ineligible Costs

1A 1B Applicant financial contribution 80,000.00 41,100.00

2A 2B Applicant in-kind contribution

3A 3B Partner financial contribution

Partner in-kind contribution 4A 11,000.00 4B



5A 5B Federal Name of Program

6A 6B Provincial Name of Program Ontario Trillum Foundation 10,000.00

7A 7B Municipal Name of Program

8A 8B

Government Funding (please note: total government funding from all levels cannot exceed 80% of total eligible project costs)

Other Funding (specify)

9 Sub total eligible in-kind (Add cells 2A and 4A. Amount cannot exceed 25% of the Total Eligible Project Cost in cell 15) ►

11,000.00

10 Sub total eligible financial (Add cells 1A and 3A, plus 5A through 8A if applicable) ►

90,000.00

11 Sub total eligible revenue (Add cells 9 and 10) ►

101,000.00

12 Sub total ineligible revenue (Add cells 1B through 8B) ► 41,100.00

13 Total CIAF Funding Requested (Up to 60% of the Total Eligible Project Cost, as listed in cell 15) ► $102,389.00

14 Total Project Revenue (Add cells 11 through 13. Amount should match the Total Project Cost in Budget Worksheet) ► 244,489.00

15 Total Eligible Project Cost (cell 14 minus cell 12) ► 203,389.00

Terms and Conditions 2007-08 CIAF Grant Application


All grants awarded by the Ministry are governed by terms and conditions. The general terms and conditions governing grants awarded under the Communities In Action Fund are contained in this application form. By signing this application form and submitting it to the Ministry, the Applicant is agreeing with the Ministry to be bound by these general terms and conditions if a grant is awarded. In addition to these general terms and conditions the Ministry may specify other terms and conditions which will be contained in subsequent correspondence from the Ministry. The Applicant will be asked to agree to those terms and conditions by signing and returning that correspondence to the Ministry. Once the Applicant signs that correspondence and returns it to the Ministry, the terms and conditions contained in that correspondence will form part of the Applicant’s agreement with the Ministry. The Ministry will not disburse grant funds to the Applicant until the Applicant signs and submits to the Ministry both this application and any subsequent correspondence containing any additional terms and conditions. All grant applications submitted to the Ministry are subject to the Freedom of Information and Protection of Privacy Act (the "Act"). The Act provides every person with a right of access to information in the custody or under the control of the Ministry, subject to a limited set of exemptions. One such exemption is information that reveals a trade secret or scientific, technical, commercial, financial or labour relations information supplied in confidence, where the disclosure could reasonably be expected to result in certain harms ("Third party information”): section 17. If an Applicant believes that any of the information contained in its funding application or submitted to the Ministry in connection with the grant reveals any trade secret or scientific, technical, commercial, financial or labour relations information, and the Applicant (or another party to whom the information relates) wishes to protect the confidentiality of such information, this information should be clearly marked as confidential. Before the Ministry grants a request for access to a record that it has reason to believe might contain information referred to in subsection 17(1), the Ministry will notify you so that you may, if you so choose, make representations concerning disclosure. The Applicant acknowledges that any confidential information supplied to the Ministry may be disclosed by the Ministry where it is obligated to do so under the Act, by an order of a court or tribunal or pursuant to a legal proceeding. The applicant is advised that the names and addresses of grant recipients, the amount of grant awards, and the purpose for which grants are awarded is information made available by the Ministry to the public including posting of grant awards on the Ministry internet.* Copies of the Freedom of Information and Protection of Privacy Act R.S.O. 1990 chapter F.31, as amended, are available from Publications Ontario at 880 Bay Street, Toronto ON M7A 1N8, telephone (416) 326-5300 or 1-800-668-9938. The Act is also Internet accessible at URL: http://www.ipc.on.ca/english/acts/acts.htm. * Addresses or other information may be withheld where circumstances dictate.

1. Definitions “Applicant" means the not-for-profit corporation or entity that has submitted this application to the Ministry for a grant under the Communities In Action Fund; "Approval Letter" means the letter from the Minister or Ministry to the Applicant/ Recipient announcing the award of a grant to the Applicant/ Recipient under this program; "Assets obtained with the Grant" mean tangible and intangible property purchased in whole or in part with the Grant or resulting from services purchased in whole or in part with the Grant; "Completion Date" means the date for completion of the Project set out in the Applicant's application for a grant or as otherwise stipulated by the Ministry in writing; “Fiscal Year” means (a) in the case of the Fiscal Year, the period commencing on the date of

this Agreement and ending on first day that is March 31 following the date of this Agreement; and

(b) in the case of Fiscal Years after the first Fiscal Year, the period commencing on the date that is April 1 following the end of the previous Fiscal Year and ending on the following March 31.

"Grant" means the grant funds provided to the Recipient by the Ministry pursuant to the Terms and Conditions; "Indemnified Parties" means Her Majesty the Queen in Right of Ontario, her Ministers, officers, employees, appointees and agents."

“Minister” means the Minister of Health Promotion; “Ministry” means Her Majesty the Queen in right of Ontario as represented by the Minister; "Political Activity" means a political activity that is not a permitted ancillary non-partisan political activity of a registered charity under the Income Tax Act (Canada), including without limitation the support of, or opposition to, a political party or a candidate for public office; “Project” means the project for which a grant is awarded to the recipient under the Communities In Action Fund; "Recipient" means the Applicant who has been awarded a Grant and has agreed to be bound by the Terms and Conditions; "Terms and Conditions" means the terms and conditions set out in this application and any terms and conditions set out in any subsequent correspondence from the Minister or Ministry. 2. Grant Funding The Ministry shall provide a Grant up to the amount indicated in the Approval Letter. The Ministry shall disburse the Grant to the Recipient at its discretion. Unless otherwise previously permitted by the Ministry in writing, the Recipient shall use the Grant only for the purpose of completing the Project and shall expend the Grant only in accordance with the budget contained in the Applicant's application for a grant. The Recipient shall not make any changes to the budget except with the prior written approval of the Ministry. Despite any other provision of these Terms and Conditions, if, prior to the payment of any instalment of the Grant funds to the Recipient, the Legislative Assembly of Ontario does not provide sufficient funds to pay the Grant funds for any Fiscal Year during which these Terms and Conditions are in effect, the Ministry may terminate the Grant immediately with no further obligation or liability.

3. Grant Project Unless otherwise permitted by the Ministry in writing, the Recipient shall:

i. use the Grant to complete the Project described in the Applicant's application for a grant;

ii. commence and carry out the Project according to the time lines contained in the Applicant’s application for a grant; and

iii. complete the Project by the Completion Date. The Recipient shall not make any changes to the Project, including changes to the budget and timelines, without the prior written approval of the Ministry. A budget change that results in reduced applicant and/or partner contribution to the project can lead to adjustments in the amount of the Ministry grant. The Recipient shall carry out the Project in compliance with all federal, provincial or municipal laws or regulations, or orders, rules or by-laws related to the Project.

4. Interest on Grant The Recipient shall place the Grant funds in an interest-bearing account and shall account to the Ministry in every financial report provided to the Ministry on the interest earned on the Grant to date. The Recipient agrees that all interest earned on Grants belongs to the Ministry and shall be used only for the purposes authorized in writing by the Ministry or shall be returned to the Ministry immediately on the written request of the Ministry.

5. Assignment of Application or Grant The Applicant/ Recipient shall not assign this application or any Grant or part thereof to another entity without the prior written consent of the Ministry.

6. Disposal of Assets The Recipient shall not, without the prior written consent of the Ministry, sell, lease or otherwise dispose of Assets obtained with the Grant where the cost of those assets exceeds $5,000.00.

7. Representation and Warranties The Recipient represents and warrants to the Ministry that:

(a) it is qualified to do business wherever necessary to carry out the Terms and Conditions.

(b) it is conducting its business in compliance with all applicable federal, provincial and municipal laws, and all rules, regulations, by-laws, notices, orders and approvals in all material respects;

(c) it has authority and any necessary approval to enter into this grant agreement and to carry out these Terms and Conditions, and, where applicable, has passed any required by-law or resolution; and

(d) it is not and will not become a party to any agreement, business or other relationship that may conflict with this grant agreement.



8. Unused Grant The Recipient agrees that any part of the Grant which has not been used and accounted for by the Recipient on expiry or on early termination of the Terms and Conditions shall belong to the Ministry and shall be used only for the purposes agreed upon by the Ministry in writing or shall be returned to the Ministry immediately on the written request of the Ministry.

9. Cancellation by Ministry for Convenience The Ministry may cancel the Grant, for any reason and without liability, upon giving at least thirty (30) days’ written notice to the Recipient, on such terms as the Ministry may determine, in its sole discretion. Upon cancellation under this section, the Ministry may request the repayment of the whole or any part of the Grant. 10. Cancellation of Grant and Request for the Repayment of Grant The Ministry reserves the right to immediately: a. cancel the Grant and payment of any instalments of the Grant; and b. request the repayment of the whole or any part of the Grant, or an

amount equal thereto, if the Recipient: i. ceases to operate; ii. does not commence and carry out the Project according to the time

lines set out in the Applicant's application for a grant or as otherwise required by the Ministry in writing;

iii. fails to complete the Project by the Completion Date; iv. in the Ministry's opinion, is unable to complete the Project, is likely to discontinue it or cannot reasonably complete it; v. has knowingly provided false or misleading information in its

application for a grant or in any other communication with the Ministry or in any public communication regarding the Project;

vi. breaches any Term or Condition; vii. make a proposal or commences, or has commenced against it, any

proceedings in bankruptcy or is judged bankrupt or has a receiver or manager or a receiver and manager appointed over any of its assets, whether by order of a court or otherwise; or

viii. uses the Grant or any part of it for Political Activity.

11. Repayment of Grant by Recipient If, pursuant to any of the Terms and Conditions, the Ministry requests the repayment of the whole or any part of the Grant, the amount requested shall be deemed to be a debt due and owing to the Ministry and the Recipient shall pay the amount immediately. The Recipient shall repay the amount demanded by cheque payable to the Minister of Finance and mailed to the Ministry at the address set out in the Ministry’s request for repayment. The Ministry reserves the right to demand interest on any amount owing by the Recipient at the then-current rate charged by the Province of Ontario on accounts receivable. 12. Further Conditions The Ministry may, at any time, upon reasonable notice, impose upon the Recipient such additional terms or conditions as the Ministry, in its sole discretion, considers appropriate for the proper management and expenditure of the Grant and the carrying out and completion of the Project (e.g. requiring insurance coverage with an inclusive limit of not less than five million dollars instead of two million dollars as required under section 23) and may impose terms and conditions on any consent granted pursuant to the Terms and Conditions.

13. Reports The Recipient shall submit to the Ministry reports relating to the grant. Depending on the type of the grant, the reports may include some or all of the following: a. interim reports; b. officer’s certificates; c. post-project report; and d. project evaluation report. The actual reporting requirements, including the timelines, will be contained in a follow-up terms and conditions letter for each individual Recipient. 14. Agreement to participate in an evaluation process The Ministry will conduct a yearly evaluation of the Communities In Action Funding Program. Over and above the Recipient’s submission of a project evaluation report, the Recipient agrees to participate in this Ministry-conducted program evaluation process.

15. Acknowledgement The Recipient shall ensure that all materials, including all copies of reports and all advertising and publicity relating to the Projects(s) shall include the official Ontario logo, the tagline “This Project is supported by the Government of Ontario,” and the ACTIVE2010 identifier. The Recipient shall ensure that all materials, including all copies of reports and all advertising and publicity relating to the Project(s) shall also include such other program logos as specified by the Ministry in writing.

16. Disclaimer The Recipient shall prominently display the following disclaimer in all reports and materials produced for the Project or with the Grant or under the Terms and Conditions: The views expressed herein are those of [insert name of the Recipient] and do not necessarily reflect those of the Ministry of Health Promotion the Government of Ontario.

17. Accounting and Audit The Recipient shall keep and maintain all records, invoices and other documents relating to the Grant, including all documents substantiating its competitive purchasing, in a manner consistent with generally accepted accounting principles, as set out by the Canadian Institute of Chartered Accountants and its Handbook, and in accordance with generally accepted bookkeeping practices, and shall maintain such records and keep them available for review by the Ministry and its agents. The Recipient authorizes the Ministry and its agents upon 24 hours' notice and during normal business hours to visit the Recipient's premises to review the progress of the Project and to inspect and copy any records, invoices and documents in the possession or under the control of the Recipient which relate to the Grant. To assist the Ministry in the task described in this section, the Recipient agrees to provide any additional information reasonably required by the Ministry. The Ministry’s right of inspection under the Terms and Conditions includes the right to perform a full or partial audit. The purposes for which the Ministry may exercise its rights under this section include: a. determining for what items and purposes the Recipient expended the

Grant; b. determining whether, and to what extent, the Recipient expended the

Grant with due regard to economy and efficiency; c. determining whether the Recipient completed the Project effectively

and in accordance with the Terms and Conditions.

18. Inspection The Ministry reserves the right to inspect any aspect of the Project at any time. 19. Competitive Purchasing of All Goods and Services The Recipient shall acquire all goods and services through a competitive process that ensures the best value for funds expended. 20. Conflict of Interest The Recipient shall ensure that the Project is carried out in all its aspects without a conflict of interest by any person associated with the Project in whatever capacity. For these purposes, a conflict of interest includes a situation in which the person associated with the Project and any member of his or her family is able to benefit financially from his or her involvement in the Project. Nothing in this section shall prevent volunteers from receiving reasonable out-of-pocket expenses incurred in connection with the Project. The Recipient shall disclose to the Ministry without delay any actual or potential situation that may be reasonably interpreted as either a conflict of interest or a potential conflict of interest.



21. Limitation of Liability The Ministry’s officers, employees and agents shall not be liable to the Recipient or any of the Recipient’s personnel for costs, losses, claims, liabilities and damages howsoever caused (including any incidental, indirect, special or consequential damages, injury or any loss of use or profit of the Recipient) arising out of or in any way related to the Project or otherwise in connection with these Terms and Conditions, unless caused by the negligence or wilful act of the Ministry’s officers, employees or agents.

22. Indemnity The Recipient hereby agrees to indemnify and hold harmless the Indemnified Parties from and against any liability, loss, costs, damages and expenses (including legal fees), claims, demands, actions, causes of action or other proceedings, by whomever made, sustained, brought or prosecuted, including for third party bodily injury (including death), personal injury and property damage, in any way based upon, occasioned by or attributable to anything done or omitted to be done by the Recipient, its directors, officers, agents, employees or independent contractors in the course of performance of the Recipient’s obligations under the Terms and Conditions or arising out of or in any way related to the Project.

The Recipient further agrees to indemnify and hold harmless the Indemnified Parties for any incidental, indirect, special or consequential damages, or any loss of use, revenue or profit by any person, entity or organization, including the Ministry, arising out of or in any way related to the Project.

23. Insurance Requirements The Recipient hereby agrees to put in effect and maintain, in its own name, for the period during which the Terms and Conditions are in effect, at its own cost and expense, with insurers acceptable to Risk Management & Insurance Services, Shared Services Bureau (SSB), all the necessary and appropriate other insurance for a prudent Recipient of this type, undertaking a project similar to the Project, and depending on the risk, including, but not limited to Commercial General Liability insurance on an occurrence basis for third party bodily injury, personal injury and property damage, to an inclusive limit of not less than two million dollars ($2,000,000) per occurrence and not less than two million dollars ($2,000,000) products and completed operations aggregate.

The Policy is to include the following: a. Her Majesty the Queen in right of Ontario as represented by the

Minister as an additional insured; b. Cross Liability; c. Products and Completed Operations Liability; d. Non-owned automobile coverage with blanket contractual and

physical damage for hired automobiles; e. Contractual Liability; f. A valid WSIB Clearance Certificate or Employers Liability coverage,

which ever applies; and a g. 30 day written notice of cancellation, termination or material change. Before receiving the Grant Funds, the Recipient shall provide the Ministry with a valid Certificate of Insurance (and any renewal or replacement as may be necessary), which references the Project, confirms the above requirements and states any pertinent exclusions as applicable, contained in the policy(ies). The Recipient shall provide the Ministry with a copy of the policy and any renewal replacement certificates as may be necessary.

24. Circumstances Beyond the Control of Either Party Neither party shall be responsible for damage caused by delay or failure to perform under the terms of the Terms and Conditions resulting from matters beyond the control of the Ministry and the Recipient including strike, lockout or any other action arising from a labour dispute, fire, flood, act of God, war, riot or other civil insurrection, lawful act of public authority, or delay or default caused by a common carrier which cannot be reasonably foreseen or provided against.

25. Waiver A waiver of any failure to comply with any of the Terms and Conditions must be in writing and signed by the Recipient or by the Ministry, as the case may be, granting the waiver. Each waiver must refer to a specific failure to comply and shall not have the effect of waiving any other similar or different failure to comply, whether occurring prior thereto, at the same time or thereafter.

26. Ministry and Recipient Independent The Ministry and the Recipient are and shall at all times remain independent of each other and shall not represent themselves to be the agent, joint venturer, partner or employee of the other. No representations shall be made or acts done by either the Ministry or the Recipient which could establish or imply any apparent relationship of agency, joint venture, partnership or employment and neither the Ministry nor the Recipient shall be bound in any manner whatsoever by any agreements, warranties or representations made by the other to any other person or with respect to any action of the Ministry or the Recipient.

27. Invalid and Unenforceable Provisions to be Severed If any provision of the Terms and Conditions is found to be invalid or unenforceable, it shall be severed and the other provisions of the Terms and Conditions shall not be affected.

28. Two or More Applicants Where two or more Applicants sign this application form all Applicants shall be jointly and severally liable (each completely and individually liable) to the Ministry for the fulfilment of the obligations under the Terms and Conditions.

29. Notices Any Notice required to be given shall be in writing and delivered personally or by courier, or sent by facsimile, certified or registered or postage pre-paid mail with receipt notification requested, addressed to the other party at the address indicated in the Applicant’s application or in the Approval Letter, as the case may be, or such other address as either party may later designate in writing. All Notices shall be effective at the time of delivery if the Notice is delivered personally, by pre-paid courier or by facsimile, or 3 days after the Notice was deposited in the mail if the Notice is sent by certified, registered or postage prepaid mail, unless the day the Notice is effective falls on a day when the Ministry is normally closed for business, in which case the Notice shall not be effective until the next day when the Ministry is normally open for business.

30. Time of Essence Time shall be of the essence in all respects.

31. Expiration and Survival of Terms and Conditions Subject to the following, the Terms and Conditions shall be in effect for five (5) years from the date of the Approval Letter, unless stipulated otherwise by the Ministry in writing. The provisions in the sections entitled "Interest on Grant", "Disposal of Assets", "Cancellation of Grant and Request for the Repayment of Grant", "Reports", "Acknowledgement", "Disclaimer", "Accounting and Audit", "Inspection", "Indemnity" shall survive the other Terms and Conditions for a period of five (5) years from the date of expiry or termination of the other Terms and Conditions. The provisions entitled “Unused Grant” and “Repayment of Grant by Recipient” shall survive the other Terms and Conditions until the Recipient has repaid all the monies due and owing to and demanded by the Ministry.



Statement by Lead Applicant On behalf of and with the authority of the applicant, I/we certify that:

a. the information given in support of this application for a grant is true, correct and complete in every respect;

b. the applicant has read, understood and agrees to abide by the terms and conditions governing the grant outlined above and in subsequent correspondence from the Ministry;

c. the applicant is aware that the information contained herein can be used for the assessment of grant eligibility and for statistical reporting;

d. the applicant has a risk management plan for the prevention of abuse to vulnerable people or that the applicant has read and understood abuse prevention materials such as Making it SafeR or the Ontario Screening Initiative; and

e. the applicant accepts sole responsibility for the expenditure of all grant funds.

I/We are authorized to bind the Applicant: Name (print)

Position or Title Executive Director

Signature Date March 1, 2007

Witness (only for unincorporated local not-for-profit Applicant): Name (print)

Position or Title

Signature Date

Teachers’ Manual

A program ofClean Air Champions

2007-2008

c a c t h a n k s t h e f o l l o w i n g s p o n s o r s f o r t h e i r g e n e r o u s s u p p o r t :

proudly sponsored by

Acknowledgements

Clean Air Champions (CAC) thanks all those who support this program, in particular HSBC Bank Canada, Honda Canada, the Government of Ontario, and the Ontario Trillium Foundation.

Without the volunteer efforts of many, including Shari Orders, Erin Down, Deirdre Laframboise, Andrea Boassaly and CAC’s Board of Directors, this program would not be where it is today.

This program’s success is also dependent in large part on the support and efforts of our community partners (the list of partners can be found on the last page).

We are grateful to Allegra Print and Imaging (1069 Bank St. Ottawa, T: 613-730-3000), in particular Jackie and Eduardo, for their excellent work. This manual is printed on 100% recycled paper products sourced from wind power.

© clean air champions, 2007

hsBc clean air achievers – teachers’ Manual 2007-2008 III

Table of Contents1. Overview 1

1.1 the program. the reason. the plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2. Program Preparation 4

2.1 getting started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2.2 selecting Your approach: an important first step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3. Curriculum Connections and Assessment Strategies 11

3.1 curriculum connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 3.2 assessment strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

4. Program Implementation 13

4.1 activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Phase I - Learning About the Issues 15 PartA–SettingtheStage 15

activity 1 what’s Your ecological tire print?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 activity 2 in a word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 activity 3 Did You know? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 activity 4 Quiz wizards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

PartB–ProgramLaunch:TheIssuesandTheChampion 19 activity 5 caa website scavenger hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 activity 6 what’s the Message? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 activity 7 in a Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 activity 8 from carbon cycles to Bicycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

PartC–CommitmentandTakingAction 23 activity 9 recall relevance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 activity 10 Discuss the choices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Phase II – Putting Knowledge into Action 25 PartA-BecomingaMeasurementExpert 25

activity 11 Mapping routes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 PartB–TripTrackerDataEntry 26

activity 12 registering online & entering ghg trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 activity 13 caa trip tracker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

PartC–DataAnalysisandReflection 28 activity 14 reflect on it . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 activity 15 the final word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Phase III – Taking it Beyond the Classroom 30 activity 16 creative expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 activity 17 active champions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 activity 18 recommend it . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

hsBc clean air achievers – teachers’ Manual 2007-2008IV

5. Appendices 34

5.1 appendix a: student worksheets and teacher answer key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 5.2 appendix B: curriculum connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 5.3 appendix c: letter for parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 5.4 appendix D: caa ‘Did You know’ statements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 5.5 appendix e: Backgrounders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 5.6 appendix f: glossary of terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 5.7 appendix g: resources and links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 5.8 appendix h: community partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

hsBc clean air achievers – teachers’ Manual 2007-2008 1

1.1 . o v E R v I E w

Overview1.1 The program. The reason. The plan.

What is HSBC Clean Air Achievers?

hsBc clean air achievers (caa) is a program that engages students in grades 6 to 9 in exploring how their transportation choices affect air pollution and climate change, as well as discovering the impacts on their personal health.

students apply their understanding by committing to reduce their car travel by ideally substituting it with active modes of transportation such as walking or biking. students track their transportation choices using a specially designed online calculator (trip tracker), examine their results, and are recognized for their achieve-ments. the program includes two inspirational presentations from clean air champions athletes: a “get active” orientation session at the launch of the program and a celebratory visit at its conclusion to recognize the stu-dents’ successes.

What is the goal of CAA?

the goal of caa is for each participant to produce individual reductions in greenhouse gas emissions (ghgs) through reduced reliance on the automobile, and achieve an enhanced level of physical activity through active modes of transportation (such as walking, cycling, and rolling).

this program will inspire students and their families to choose active transportation such as walking or rolling (including biking, in-line skating, skateboarding and scootering) instead of taking the car. other modes of travel, like taking public transit and carpooling, that are more sustainable than automobile travel, are also encouraged.

the ultimate goal of this program is to produce individuals who are clean air achievers for life. these are individuals who understand the issues and their impacts on our environment and health, and consequently make personal choices to travel and live in a more sustainable way - each and every day.

hsBc clean air achievers – teachers’ Manual 2007-20082

1 . o v E R v I E w

Learning Opportunities

students who participate in this program will:Become aware of how their personal transportation choices affect air pollution and climate change • Make connections between key concepts and relevant examples related to health, environment and • transportation Discover the health benefits of increased physical activity levels• connect with the perspective and stories of an athlete, as it relates to the issues• employ technology to gain a greater appreciation for the issues and to generate personal, relevant data • related to ghg reductionsidentify how active transportation benefits individuals and society• Be inspired to take informed action by choosing sustainable methods of transportation and thereby • reducing environmental impactsanalyze the impact of their choices and reflect on how they can apply learning from this program • as part of a life-long process of choosing more sustainable modes of transportationBe motivated to influence others to adopt more sustainable lifestyles and transportation habits•

Who is behind CAA?

caa is a program of clean air champions (cac), a registered charity founded by retired national team athletes and professionals in the environmental sciences field. the program is managed by cac and co-delivered with provincial partners.

the champions are comprised of more than 120 national team athletes, olympians and paralympians from across canada who share the common goals of improving air quality and motivating canadians to adopt life-styles that enhance environmental and personal health.

cac is based in ottawa and is managed by staff and a Board of Directors. cac has delivered hundreds of pres-entations and several programs in schools and communities across canada, and inspired thousands of students and their families to get active for the environment.

for more information, visit www.cleanairchampions.ca.

Why are we doing this?

poor air quality, smog and climate change impact our environment, our health, and global economies. for example, the increasing frequency of smog days in urban areas across canada is impacting canadians’ health, canada’s healthcare costs, and the general well being of our communities.

this program addresses environmental impacts attributable to transportation (namely the private automobile) and the related human health issues. in particular, it focuses on youth and two epidemics facing them today: asthma and obesity.

the rate of lung diseases in north americans is increasing. in particular, asthma rates in youth have increased over 400 per cent in the past 15 years. asthma is the leading cause of school absenteeism for children in canada today. children are more susceptible to the negative impacts of air pollution because their immune systems are immature, they play outside more, they breathe lower to the ground where exhaust gases are more concentrated, and they breathe through their mouths thereby bypassing the cleansing action of the nasal pas-sages. consider these facts:

1 in 5 Canadians has some form of respiratory problem. 1 in 10 children has asthma. (David Suzuki Foundation. Taking Our Breath Away: The Health Effects of Air Pollution and Climate Change, 2003)

www.cleanairchampions.ca/CAC/Splash.aspx


1 . o v E R v I E w

asthma can be caused and triggered by air pollution and smog, which are both by-products of the emissions sourced from automobiles. in canada, transportation accounts for about 50 per cent of personal ghg emis-sions, contributes 25 per cent of canada’s total emissions of greenhouse gases, and is a leading cause of smog. reliance on the car and fossil fuel consumption are contributing to a crisis of unfit, overweight canadians, par-ticularly children, and they are more likely to face early onset of a number of potentially fatal diseases linked to obesity and a sedentary lifestyle.

The health of Canada’s children and youth is at risk due to unacceptably high levels of physical inactivity and rising rates of obesity. More than one-half of our young people are not active enough to lay a solid foundation for health and well-being. An obese pre-schooler has a 25% chance of becoming an obese adult. An obese teen-ager has a 75% chance of remaining obese for life. (Health Canada, Physical Activity Guidelines 2004-2005).

about 35 per cent of canadian youth is obese, while in the united states the figure is closer to 50 per cent. these levels of obesity can be attributed to lack of physical activity – activity that includes active modes of transportation like walking, biking and rolling.

the caa program will help students discover the connections between daily transportation choices, our environ-ment, and our health. Youth are tomorrow’s adults and it is essential that they be aware of these issues so that they can be part of the solutions that lead to a cleaner, healthier planet for all.

What is the role of the Champion?

champions launch and close the school programs in the classrooms and can act like program coaches for your students. During the first visit champions will deliver an educational presentation that includes an orientation to the website and will speak passionately about how the environment and the air they breathe affect them as athletes, parents and citizens of canada. their presentations entertain, engage and motivate students to explore the issues. students are inspired to consider the positive impacts of active transportation choices com-pared to being driven or driving to destinations. at a second and final visit to the school, champions provide time for reflection, reporting and celebrating the results of the project. our champions are very excited about connecting with youth and playing a role in their learning and accomplishments.

the champions participating in the program are featured on the clean air achievers website and they will also be accessible to your students via e-mail.

What additional resources are available?

ongoing support from program staff in all provinces (primarily via e-mail and phone)• a website with a variety of tools and references to related programs and resources from • other organizationschampions who visit and support classes •

How can I find out more?

Visit clean air achievers at www.cleanairachievers.ca.

contact the caa program Manager, andrea Boassaly, by email at [email protected] or by phone at (613) 843-9053.

for information on clean air champions, visit www.cleanairchampions.ca.

mailto:[email protected]



2.2 . P R o g R A M P R E PA R AT I o n

Program Preparation2.1 Getting Started

Where are we now?

receiving this manual means you and your class are registered for the caa program and ready to begin. we suggest you review table a: Milestones and timelines (pg. 6) and print off a copy for easy reference. in addition, familiarize yourself with the caa website www.cleanairachievers.ca, especially the TeacherZone and the TripTracker.

What is my role as a teacher?

some steps of program implementation rely on the teachers to coordinate. table a details key dates and actions teachers need to take throughout the program.

steps to assist with completing program milestones:

1. ChooseanApproach - the suggested approaches (pg.9) have been formulated to coincide with time commitment to the program, so review them carefully and select which one works best for your class.

2. BookChampions’visits – schedule the champion’s two visits to your school as soon as possible (we would appreciate four weeks notice for logistical purposes).

3. CAAwebsite - familiarize yourself with the teacher Zone and trip tracker sections of the website by completing the required registration and data entry sections. (see activities #12 and #13 for instructions. You will need to set up a username and password and a Teacher’sCode for each class participating in the caa program.)

www.cleanairachievers.ca


2 . P R o g R A M P R E PA R AT I o n

4. StudentQuestionnaire – we suggest you have your students complete the student Questionnaire in activity #1 before you begin other activities or discussion. this activity provides teachers with a bench-mark tool to assess student progress and offers an opportunity for self-assessment by the students.

5. Activities – implement one or all of the caa activities (section 4, pg. 13). these can continue to be implemented until the end of the school year.

6. Champion’svisit - host the champion for the first visit, ideally the week prior to your students starting phase ii, trip tracker (activities #6 and #7 help prepare your students for this visit).

7. DataCollectionPhase – review how students register on-line and enter their trips using the trip tracker (details covered in activities #12 and #13).

8. Results -- analyze and assess students’ individual and class trip tracker results and reflect on activities to summarize results.

9. wrap-upvisitbyChampion – prepare and complete the certificates of achievement and host the champion for the celebratory visit.

10. Assessment - complete post-program activities to suit your assessment requirements (see table a: phase iii - taking it Beyond the classroom)

11. CAAEvaluation - complete a caa survey using a short questionnaire (to be provided electronically at the end of the program).



TA B L E A : M I L E S T o n E S A n D T I M E L I n E SCAAMILESTonES ACTIonSTEPS DEADLInES

Confirmation of Program Registration

• all teachers enrolled in caa to receive confirmation of registration

• You will receive confirmation within 48 hours

Receipt of Program Materials

• teachers’ Manual sent electronically and via post to each teacher

• Manual contains all information for program (also posted as pdf on caa website)

• You will receive program materials by sept 21st electronically; hard copy by oct 1st

Teacher registration on CAA Website

• teachers go to caa website and register in the teacher Zone

• teachers select teacher code for each class

• prior to starting in-class activities

PhASEI–LEARnIngABouTThEISSuES

Classroom Implementation

• teachers schedule activities to support phase ii and the champion’s visit

• Begin classroom activities

• activities can be implemented anytime up to June 2008

Book Champion’s First Visit *

• confirm program dates with your program/community partner (see appendix h) and book first champion visit

• the earlier teachers book the champion visit dates, the greater the chance to secure the dates most desired

PhASEII-PuTTIngKnowLEDgEInToACTIon

Champion’s First Visit • champion does one hour presentation to launch the program, including a review of trip tracker data entry with students

• schedule visit to occur 1-2 weeks before the trip tracker (online) of phase ii begins

• recommend first champion’s visit occurs week prior to phase ii, and second visit days after phase ii is completed.

Students begin entering “Trip Tracker” data online

• teachers/champion have prepared students for trip tracker and have set timeline for implementation (minimum 2 weeks)

• teacher provides students with teacher code• students register online and begin to enter ghg and trip

tracker data on website

• Deadline for completion: June 2nd, 2008

Book Champion’s Second Visit*

• confirm with cac/cp date for champion’s wrap up visit• ideally, schedule visit within 1 week of completion of

phase ii

• Book the wrap up visit at least four weeks in advance to secure the dates most desired

Champion’s Celebratory Visit

• ensure certificates are printed, filled in and ready to be signed by champion (teacher responsibility)

• enjoy your celebratory visit!

• Visits to take place no later than June 16th

• Don’t forget to print and prepare certificates

PhASEIII–TAKIngITBEyonDThECLASSRooM(oPTIonALACTIvITIESAnDPoSTPRogRAMSuRvEyS)

CAA Program Wrap Up • students and teachers will receive online evaluation surveys

• teachers will receive survey links upon completion of program

• Deadline for completion of survey: June 25th

* We recommend that you book the visits as soon as soon as possible to ensure Champion availability for desired dates



What if students can’t change the way they travel?

we recognize that every student has his/her own unique travel habits as well as barriers to being able to choose different modes of transportation. the caa program is designed to take this into account as it determines individual results on a per trip basis. it can be applied to all travel trips taken by your students including those taken during or after school days and on weekends. Because students can use the caa program anywhere they have access to the internet, or record their trips on the trip tracker log sheets, we expect there to be limited bar-riers to participation.

through the program’s outreach to parents and guardians we hope that families will also become engaged, by supporting their son’s/daughter’s participation in caa. to facilitate this we have included a letter for parents/guardians and ask that this be sent home with your students (see appendix c for hardcopy and the caa web-site ‘program files’ for pdf).

How does the Trip Tracker calculator work?

the trip tracker compares the difference between trips taken prior to the caa program (ghg trips) with new modes of travel entered in the trip tracker during the caa program (ideally trips that favour active transporta-tion). the results are represented as a percentage of ghgs reduced and kilometres traveled relative to the ghg trips. results are converted to percentage figures (a relative, rather than an absolute measure) to ensure that each student’s results are unique and reflect realistic personal targets for reducing ghg and increasing physical activity levels.

in order for the trip tracker to determine the progress made as a result of the program, students need to enter their ghg trips Before they begin entering in their caa trips in the trip tracker. ghg trips should be those they make on a regular basis and that can easily be undertaken by active modes of transportation.

prior to students entering the ghg trips, the teacher needs to remind them to calculate the total trip distance in kilometres, as this is required information, and should be as accurate as possible. we suggest using an online mapping tool, such as www.mapquest.com, to determine distances.

once students (achievers) have entered their ghg trips, they can go to ‘record a trip’ to enter their caa trips. for each trip, the calculator reveals results based on three criteria:

total number of trips entered (in absolute value)• percent improvement in total ghgs generated, relative to the ghg trips• percent increase in the distance of active transportation, relative to the ghg trips •

How will we know when we’ve reached our goal?

this program measures students’ results using two main methods:

student activities in the teachers’ Manual that help to evaluate student learning • the trip tracker that measures results in kms and ghgs for each travel trip entered by achievers •

through the password protected administration area of the teacher Zone on the website, results per class and per student are available to teachers. a pie chart has been included for easy reference. achievers can also check on their progress at any time by clicking on ‘progress report’ in trip tracker. they can identify the trip that has produced the highest percentage of ghg reduction and challenge themselves to better that achievement.

What if my students forget their usernames and passwords?

at any time, teachers can access their students’ usernames and passwords by clicking on ‘students’ under teacher Zone, a password protected area of the caa website. each student’s username and password will appear under their name.



How will students be recognized for their achievements?

four levels of achievement (Bronze, silver, gold, and world champion) have been developed based on the following scoring criteria:

Bronze:total # of travel trips entered: greater than 0 and less than 10 • total # km traveled by active modes of transportation: greater than 0 and less than 10 • percent improvement in active transportation: greater than 0% and less than 10%• percent reduction in ghg emissions: greater than 0% and less than 10%•

Silver: total # of travel trips entered: greater than 10 and less than 20 • total # km traveled by active modes of transportation: greater than 10 and less than 20 • percent improvement in active transportation: greater than 10% and less than 25%• percent reduction in ghg emissions: greater than 10% and less than 25%•

Gold: total # of travel trips entered: greater than 20 and less than 30• total # km traveled by active modes of transportation: greater than 20 and less than 30 • percent improvement in active transportation: greater than 25% and less than 50% • percent reduction in ghg emissions: greater than 25% and less than 50%•

World Champion: total # of travel trips entered: greater than 30 • total # km traveled by active modes of transportation: greater than 30 • percent improvement in active transportation: greater than 50%• percent reduction in ghg emissions: greater than 50 %•

How do I prepare the Certificates of Achievement?

1. in teacher Zone go to ‘students’. 2. record (or print) each student’s final standing marked by one of the following:

B -Bronze, s- silver, g -gold and wc -world champion. 3. go to ‘certificates’.4. at each level on the page go to the ‘pdf’ link and then print off the appropriate number of certificates

for that level.5. write in student’s name according to their respective level of achievement.6. ensure the champion autographs each certificate just prior to their final presentation (we suggest

the champion arrive 15 minutes early for this task).

preparing the certificates is the full responsibility of the teacher.

Who sees the students’ results?

all information gathered by the caa program is confidential and complies with clean air champions’ privacy policy (www.cleanairchampions.ca/cac/privacy.aspx).

only those with a username and a password can access individual and class records and each student should only be able to access his or her own results. through the administration area of the website, teachers can access class results at any time (using their username and password). caa staff also has access to the adminis-tration area of the site for program management purposes.

www.cleanairchampions.ca/CAC/Privacy.aspx



Who will help us along the way?

clean air champions staff, the champions, and our community partners:

in ontario, nova scotia and saskatchewan: cac • contact andrea Boassaly: [email protected], (613) 843-9053in alberta: clean calgary • contact karen Morrison: [email protected], (403) 230-1443 ext.223in British columbia, Vancouver region: passion for action • contact sherese Johnson: [email protected], (604) 572-4292 in British columbia, kimberley region: wildsight • contact ingrid liepa: [email protected], (250) 427-9325

2.2 Selecting Your Approach: An Important First Step

Suggested Approaches

to assist you with your planning, our curriculum experts recommend the following four approaches. Depending on how much time you have to devote to the program, you may select one of these, or alternatively, create your own by selecting the activities that best suit the needs of your students.

we remind you that there is a twoweekminimum period for phase ii - trip tracker. this time period was recommended by teachers who participated in our pilot study and found it to be the minimal time frame for maximizing the overall program experience. teachers, however, are welcome to implement the program for as long as they would like, from two weeks to the close of the program on June 16th, 2008 (think about all those kms and ghgs your students will tally!).

Cross-Curricular Olympian• this is a comprehensive look at the content. You see this program as the primary focus for the term. You

will select several extension activities or expand one into a term project. You may even consider connecting with other subject areas, where possible.

suggested activities: 1 - 8 - champion’s Visit - followed by 9 - 18

World Champion• You will have four or five classes before the scheduled first visit by the champion, and four or five after

the visit.suggested activities: 1, 2, 3 or 4, 5, 6 or 7 - champion’s Visit - followed by 9, 10, 11, 12, 13, 14 or 15

Talented & In Training• You may have time for only a few classes before the first champion’s visit, and a few after the visit. suggested activities: 1, 6, 7 - champion’s Visit - followed by 9 or 10, 11, 12, 13, 14

The Sprinter• the champion is coming tomorrow, and you only have a few classes after the visit. now what? here are

the bare bones. suggested activities: 1, online quizzes, 7 - champion’s Visit - followed by 12, 13, 14

Don’t forget to check the website for online activities (such as the student Quizzes). we recommend that activity #1 (student Questionnaire) be completed as it will help teachers to assess students’ related knowledge before beginning the program (a prior learning assessment tool.) where appropriate, students may be directed to research these questions.







What resources and support are provided?

online student Quizzes • (see the caa website: http://www.cleanairachievers.ca/youth/activities/quiz.asp)

curriculum connections (see appendix B, pgs. 52-67, and in more detail, on the website under ‘teacher • Zone’: http://www.cleanairachievers.ca/teachers/curriculumconnections.asp)

student worksheets for specific activities (see appendix a, pgs. 34-51)•

assessment strategies (see section 3.2, pg. 11)•

Backgrounders on the issues (see appendix e, pg. 72, and in more detail, on the website under • ‘resources & links’: http://www.cleanairachievers.ca/youth/links/)

‘Did You know?’ statements – trivia and facts on the themes of the program (see bottom of website • pages, under ‘activities & games’ and ‘Backgrounders’. can be updated by clicking ‘refresh’ button on toolbar. sample also found in appendix D, pg. 70-71.)

links to online activities (same as in the teachers’ Manual) and games (see the website under • ‘activities & games’: http://www.cleanairachievers.ca/youth/activities/)

links to other resources (including videos) (see the website under ‘activities & games’ and • ‘resources & links’)

glossary (see appendix f, pgs. 73-75, and on the caa website: • http://www.cleanairachievers.ca/youth/activities/glossary.asp)

ongoing program support via telephone and e-mail (see appendix h, pg. 78 for contact information)•

http://www.cleanairachievers.ca/youth/activities/quiz.asp

http://www.cleanairachievers.ca/teachers/curriculumconnections.asp

http://www.cleanairachievers.ca/youth/links/

http://www.cleanairachievers.ca/youth/activities/

http://www.cleanairachievers.ca/youth/activities/glossary.asp


3 . A S S E S S M E n T S T R AT E g I E S

3.Curriculum Connections and Assessment Strategies3.1 Curriculum Connections

Many of the activities have multiple subject connections. appendix B provides a summary of the curriculum connections listed by province, grade and subject area. for a more detailed description of all available and relevant curriculum connections, please visit the caa website and click on ‘teacher Zone’ then ‘curriculum connections.’

this manual was prepared by qualified curriculum experts with backgrounds in education, physical health edu-cation and environment.

3.2 Assessment Strategies

the performance-based assessment approach outlined on the following page can be used to assist you with evaluating students on any of the activities included within this manual.


3 . A S S E S S M E n T S T R AT E g I E S

Assessment Rubric

CRITERIon LEvEL1LEvEL2

LEvEL3

LEvEL4

Accuracyandbreadthofknowledgeofissues

Intuitive: provides an incomplete account with some insightful ideas; can extend some learned material; provides limited support or makes sweeping generalizations.

Developed: provides an account that includes some in-depth and personalized ideas. student can discuss theoretical ideas but is unable to provide supportive evidence.

In-depth: provides an atypical and revealing account, going beyond what is obvious or what was explicitly taught; makes subtle connections; well supported by argument and evidence; novel thinking displayed.

Sophisticated: provides an unusually thorough, elegant, and inventive account; fully supported, verified, and justified; deep and broad; goes well beyond the information given.

Perspective Aware: realizes there are different points of view, but has difficulty considering worth of each perspective, especially one’s own; uncritical about tacit assumptions.

Considered: presents a reasonably critical and comprehensive look at all the points of view in the context of one’s own; can identify and appreciate other points of view.

Thorough: presents a revealing and coordinated critical view; considers other points of view when formulating own opinion; makes apt criticisms, discriminations, and qualifications.

Insightful: presents a penetrating and novel viewpoint; effectively critiques and encompasses other plausible perspectives; takes a long and dispassionate critical view of the issues.

Real-lifecommitment

novice: demonstrates awareness and understanding of active transportation, yet has not demonstrated any improvement in personal active transportation habits.

Aware: demonstrates awareness and understanding of active transportation. shows some effort to change personal active transportation habits.

Model: demonstrates awareness and understanding of active transportation. Makes significant positive changes to personal active transportation habits.

Leader: demonstrates deep understanding of active transportation. Makes significant positive changes to personal at habits. serves as a role model and motivator for others.

Thoroughnessofanalysis

Interpreted: presents a plausible interpretation of the significance; makes sense of a story; provides context.

Perceptive: presents a helpful interpretation of the significance; tells a clear and instructive story; provides useful context.

Revealing; presents a nuanced interpretation of the significance; tells an insightful story; provides a telling context.

Profound: presents a powerful and illuminating interpretation of the significance; tells a rich and insightful story; provides a rich context.

Abilitytoapplyideas

Apprentice: relies on a limited repertoire of routines; able to perform well in familiar or simple contexts, often with coaching; limited use of personal judgment; competence is situationally specific.

Able: able to perform well with knowledge and skill in a few key contexts, with a limited repertoire, flexibility, or adaptability to diverse contexts.

Skilled: competent in using knowledge and skill and adapting understandings in a variety of appropriate and demanding contexts.

Masterful: fluent, and efficient; able to use knowledge and skill and adjust understandings in difficult contexts.


4 . P R o g R A M I M P L E M E n TAT I o n

4.Program Implementation4.1 Activities

the activities found in this section form the core of this manual and the caa program. they have been carefully designed to provide flexibility for teachers and appeal to a wide range of students and learning styles. these activities also challenge students to explore, discover, and apply knowledge in both academic and real life situa-tions within our communities.

How are the activities designed?

• each activity is presented in a user-friendly format.

• the overview and purpose of each activity is clearly stated (‘the Big idea’).

• a comprehensive listing of curriculum connections can be found on the caa website, and a sample list-ing in appendix B.

• Variations and extensions are included for many activities, allowing for individual differences (‘Variation’ and ‘taking it further’).

• several of the activities have been posted on the caa website for ease of student access or take-home assignment (see ‘activities & games’ on the site).

• complementary student worksheets for some of the activities have been provided for you to copy and distribute to your students. these worksheets are available in appendix a.



the activities are an entirely optional part of the caa program. however, they provide excellent learning oppor-tunities and preparation for phase ii - the trip tracker, as well as for the champion’s visits.

while teachers are free to implement the activities in any manner they choose, we recommend they look over the ‘suggested approaches’ (section 2.2 program preparation, pg. 9) to see which activities are best matched to each different approach based on total time being devoted to the caa program.

the activities are divided into three logical and sequential phases:

Phase I: Learning About the Issues

students will:• Begin the program by finding out what they already know• Build on their existing knowledge through inquisition and research• prepare for the champion’s visit • evaluate the champion’s message• weigh the issues and discuss what individuals can do to make a difference

Phase II: Putting Knowledge into Action

students will:• set quantifiable personal goals to improve their transportation habits• register for the caa online trip tracker and begin entering trip data• record their transportation habits for a minimum of two weeks• analyze and review their progress

Phase III: Taking it Beyond the Classroom

students will:• apply their knowledge in a meaningful way• create messages to inspire others, using multi-media



Phase I – Learning About the Issues

Part A. Setting the Stage

ACTIVITY #1 WHAT’S YOUR ECOLOGICAL TIRE PRInT?

Time 30 minutes, plus discussion time

RequiredResources What’s Your Ecological Tire Print? questionnaire What’s Your Ecological Tire Print? answer key (appendix a)

The Big Idea• to introduce the clean air achievers program to students• to assess existing student knowledge with regard to climate change, transportation, air quality and

the related health impacts

Curriculum Connectionscurriculum connections are listed by province, grade and subject on the caa website (www.cleanairachievers.ca/teachers/curriculumconnections.asp) and in appendix B.

Activity1. inform students that they will be participating in a program with top canadian athletes who will be

visiting the school and helping the class develop measurable reductions in vehicle emissions2. Discuss with students that this is not a test. the purpose of this activity is to assess their existing

knowledge regarding climate change, transportation, air quality and the related health impacts.3. introduce the What’s Your Ecological Tire Print? questionnaire to students.4. have students complete the student questionnaire independently.5. in pairs or small groups, ask students to share their answers with each other.6. wrap up activity as a class. ask students to share their answers. what do we already know? what

do we need to know? what would we like to know?

Variation• as a warm up activity, brainstorm words and phrases that come to mind when you think about the

environment and health. record on the board.

Teacher Tip Younger students may not have the prior knowledge necessary to do the questionnaire. when appropri-ate, the students can be directed to research the answers.

Taking It Further 1. as a homework assignment, ask students

to go to caa website to find answers to the questions they were unable to answer.

2. encourage students to try the quizzes on the caa website.

www.cleanairachievers.ca/teachers/curriculumconnections.asp



ACTIVITY #2 In A WORd

Time 15 to 30 minutes, plus discussion time

Required Resources Blackboard or whiteboard, paper and pen

The Big Idea• to introduce key concepts and explore the relevance of transportation to students and its impact on

their health• to use brainstorming and word association, to have students record their understanding


Activity1. using the blackboard to record ideas, ask the students to define “transportation”.2. ask students to take out a single sheet of paper and a pen. they will have 30 seconds to write down

one or two words in response to the following question: “what is the biggest impact of fossil-fuel burning vehicles?”.

3. have students circulate the room and read one another’s answer to the question posed.4. ask students to share their answers with a classmate and explain to them why they gave that

answer.5. students may now join another pair and repeat step 4.6. as a class, debrief the activity, using questions such as: what happened? what did you learn? how do

the words relate to each other?7. let the students know they will be exploring the interconnections between vehicle transportation,

active transportation, air quality, climate change, community and personal health. they will also hear an athlete’s perspective on these issues.

Variations• instead of having students circulate to share answers, record the words on flip chart paper or on the

board. Discuss the common themes that have emerged.• chart the word answers on a bar graph. what word(s) occur most often?

Teacher Tip Taking It Furtherkeep students on task as they are circulating by giving them a very short time to do so!

encourage students to bring in newspaper or maga-zine articles that relate to the issues discussed. create a display board or reference file for these articles to be used in future activities.




ACTIVITY #3 dId YOU KnOW?

Time 30 to 60 minutes, plus presentation time

Required Resources computer / internet use (students will not need to be registered on the website to complete this activity)

The Big Idea• to give students a general introduction to the caa website• to provide students with interesting, factual information about our interaction with the environment


Activity1. introduce students to the caa website at www.cleanairachievers.ca. students will not need to be

registered on the website to complete this activity.2. ask students to select a ‘Did You know?’ statement from the caa website. to find these, go

to ‘resources & links’ and they appear at the bottom of the page (hit refresh to pull up a new statement).

3. have students read through the statement carefully and determine what point is being made.4. in pairs or small groups, ask the students to share and explain their ‘Did You know?’ statement and

why they selected it.5. as a team, have the students make a list of the topics addressed by the ‘Did You know?’ statements

(e.g. “heart disease has been linked to inhalation of fine particulate matter and other pollutants”) and write one question for each topic (e.g. what is fine particulate matter?).

6. Direct students to the ‘Backgrounders’ section on the site to find answers to their questions.7. have groups choose one ‘Did You know?’ statement to share with the class and summarize what

they learned about it.

Variationsthis activity could be assigned as homework, particularly if classroom computer access is an issue. introduce the activity, then ask each student to select and bring in a ‘Did You know?’ statement to share with the class (including questions and answers).

Teacher Tip Taking It Furtherthe ‘Did You Know?’ statements appear randomly at the bottom of the resources & links page. students may click ‘refresh’ to see new statements, but will not be able to go ‘back’ to see previous statements.

‘Did You Know?’ statements, questions and answers can be presented to people outside the classroom, and in a variety of modes.


www.cleanairachievers.ca.



ACTIVITY #4 QUIz WIzARdS

Time 30 to 60 minutes

Required Resources index cards and pen

The Big Idea• to encourage students to research areas of personal interest by formulating their own research ques-

tions and answers in relation to the topics discussed thus far, using the caa web-based resources


Activity1. on one side of the index card have students write down three questions they would like to research,

from topics discussed thus far (transportation, air quality, climate change, community and personal health issues). examples of questions: “what is the kyoto accord?” or “what is ozone?”

2. Direct students to the caa website to search for answers to their questions. the ‘Backgrounders’ sec-tion is a great place to start.

3. on the other side of the card, students record the answers to their questions.4. students hand in their question and answer cards.

Variationif students are having difficulty formulating questions, direct them to the Quizzes on the caa website for inspiration. clean air champions would loVe to see the Quiz Q & a your students come up with. we may even post them on the site please e-mail them to us!

Teacher Tip Taking It Furtherif desired, provide a separate index card for each question and answer.

use the students’ question and answer cards as the basis for a trivia challenge game.

• Divide class into small teams.• shuffle and redistribute the question and

answer cards. have groups discuss the ques-tions and answers on their cards.

• ask each team to select five questions from their cards to challenge the other teams.

• have team #1 pose one of its selected ques-tions to the class. students raise their hands to offer answers. continue until each team has posed an equal number of questions.

scoring: for a correct answer, a team receives a point and gets to pose the next question. if no team can provide the correct answer, then the team posing the question informs the group of the answer, receives two points, and then asks another question.




Part B. Program Launch: The Issues and the Champion

ACTIVITY #5 CAA WEBSITE SCAVEnGER HUnT


Required Resources Scavenger Hunt worksheet (appendix a)computer / internet use

The Big Idea• to familiarize students with the range of caa website resources


Activity1. review with students how to access the caa website (www.cleanairachievers.ca).2. inform students that the web-based scavenger hunt will take them through a variety of features and

resources on the caa website.3. students will be also be selecting an athlete of their choice, and finding out more about the athlete’s

sport, achievements and reasons for becoming a clean air champion.

champions involved in the caa program are listed on the website, while many more champions’ profiles are available on the clean air champions website at www.cleanairchampions.ca.

Teacher Tip Taking It Furtherthis activity and worksheet are also on the website, enabling students to complete the activity at home.

challenge students to create their own website scav-enger hunt to be shared with their classmates.






ACTIVITY #6 WHAT’S THE MESSAGE?

Time 20 minutes, plus discussion time

Required Resources Profile a Champion worksheet (appendix a)computer / internet use

The Big Idea• to prepare the students for the champion’s upcoming presentation• to give students an opportunity to discuss and predict what message the champion will

be delivering


Activity1. as with activity # 5, ask students to go to the caa website to find out more about their champion. 2. if desired, use the Profile a Champion worksheet from activity #5, or create your own series

of questions.3. Discuss the champion’s profile as a class. Discussion starters: what are his/her achievements?

what do we find inspiring about this champion?4. as a class, brainstorm possible answers for these questions: > what message do you think the champion will be delivering? > how might this message connect with the champion or their sport? > why do you think the athlete became a clean air champion? > what could this have to do with you?

Variation – Guess the Championusing the athlete profiles on the website, look up your class champion’s profile and jot down a few key points. share two or three ‘clues’ with your class and challenge them to find out who the champion might be.

Teacher Tip Taking It Furtherif a student has already profiled your class champion, ask the student to share their profile with the class.

have students create posters to advertise the champion’s upcoming presentation. include pho-tos, quotes and interesting information about the athlete. hang the posters in your classroom, or in a hallway display.

note: more photos may be available by request through e-mail contact at [email protected]





ACTIVITY # 7 In A QUESTIOn

Time 20 to 30 minutes, plus discussion time

Required Resources paper and pen

The Big Idea• to prepare students for the champion’s visit• to review how to be a good host and audience


Activity1. review with students that the champion has a presentation to deliver and something important to

say about the many topics the students have been studying online and in class.2. as a class, discuss what it means to be a good audience and host to the champion. ask the students

what they can do to make the champion feel welcome (e.g. write a welcome message on the board, have a student volunteer introduce the champion)

3. ask the students to imagine that they had the opportunity to chat with the champion one-on-one. ask them to write down one or two questions they would like to ask the athlete.

4. in small groups, have the students share their questions and their rationale for selecting them. students should discuss the relevance and appropriateness of each question.

5. ask students to write down their ‘best’ question and hand it in.

Teacher Tip Taking It Furtherprepared introductions for each champion are provided by cac.

the questions submitted by the students can be reviewed by the teacher and considered for use during the champion’s presentation.




ACTIVITY #8 FROM CARBOn CYCLES TO BICYCLES

Time 60 - 90 minutes, plus presentation time

Required Resources computer / internet usepaper and penMaterials for presentation

The Big Idea• to engage students in the research process to locate, collect and organize data relevant to a topic


Activity1. students will be divided into small groups and will focus on one of 5 research topics:

• impact of greenhouse gas emissions: climate change• active transportation & the Benefits• asthma & air pollution: the science• Vehicles that Burn fossil fuels & the carbon cycle: the science• alternative sources of fuel – what are they and how will they make a difference to our air

and our health?

teachers may wish to assign content areas to particular groups, or develop a sign up sheet to ensure that each topic is covered by at least one group.

2. students will research the topic using the caa website and suggested links.

3. groups will present their research to the class using a format and time guidelines set by the teacher.

Teacher Tip Taking It Furtherencourage groups to present their findings in a unique format (e.g. poster, powerpoint slide show or dramatic play).

Book the library so students can use other relevant resources, such as books, websites and online jour-nals, to conduct more in-depth research into the top-ics. provide the librarian with a list of topics ahead of time.




Part C. Commitment and Taking Action

ACTIVITY # 9 RECALL RELEVAnCE



The Big Idea• to give students the opportunity to reflect upon and summarize the champion’s presentation


Activity1. individually, have the students identify and write down two things they learned from

the champion’s presentation.2. ask students to record one idea that confirmed something they already knew.3. have students write down two things they would like to find out more about.4. in small groups, ask them to exchange their ideas.5. ask the group to select the most surprising or interesting thing that was learned.6. have each group share one point with the class.

Variationomit the small group work and have students complete steps #4 and #5 on their own. conduct a class dis-cussion for step #6 using individual input from students.

Teacher Tip Taking It Furtherchampions enjoy receiving feedback from the stu-dents. students can e-mail champions directly from the cac website or we can forward class correspon-dence to your champion.

ask students to write letters to the champion, indi-cating what they learned, how the presentation influenced them and what personal goals they want to achieve. we would be happy to direct copies of these letters to your champion (they love receiving feedback from the students).




ACTIVITY # 10 dISCUSS THE CHOICES



The Big Idea• to give students an opportunity to reflect on the environmental and health issues raised by the

champion, and to generate possible solutions


Activity1. as a class, have the students brainstorm a list of the issues raised in the champion’s presentation

(e.g. levels of ghgs in the atmosphere).2. as a class, brainstorm possible solutions for each issue (e.g. walk with friends/family to school, car-

pool to after-school activities to reduce ghgs).3. have students break into small groups and invite them to debate the possible solutions by iden-

tifying the pros and cons of each (e.g. car pooling would save money and reduce ghgs, but would require organization. walking would be good exercise, but it would take more time).

4. as a class, have the students discuss what factors might influence the solutions they chose (e.g. par-ents’ availability to carpool)

5. have them identify which solutions would benefit both the environment and personal health.

Variationas a class, complete steps #1 and #2. select three or four possible solutions for each issue. for homework, challenge students to identify the pros and cons of each solution from their perspective. compare and con-trast the lists of pros and cons in class, or have students submit them as a written assignment.

Teacher Tip Taking It Furtherstudents’ ability to generate viable solutions may be influenced by geographical, socioeconomic and/or cultural factors. for example, students living in a rural setting may not be able to access public trans-port. students in a busy urban setting may not feel safe riding their bike to school.

challenge each student to adopt one solution to one issue discussed, and by so doing, take the first step towards being a clean air champion!




Phase II – Putting Knowledge into Action

Part A. Becoming a Measurement Expert

ACTIVITY # 11 MAPPInG ROUTES

Time 30 – 40 minutes

Required Resources computer / internet useMapping Routes worksheet (appendix a)

The Big Idea• to allow students to explore the concept of trip measurement and practice the skills required

for the online caa trip entry in trip tracker


Activity1. have students compile a list of regular trips they make and calculate the distances, as per the

instructions of the Mapping Routes worksheet.

Variationcompare distance calculations for the same trip using two different online measurement tools (MapQuest or google Maps).

Teacher Tip Taking It Furtheronline tools:www.mapquest.cawww.maps.google.comwww.gmap-pedometer.com

have students compare the same trip using both google Maps and google pedometer. then, pose the questions for them to answer: what does each tool measure? what are the differences? which tool would you use, and why?


www.mapquest.ca

www.maps.google.com

www.gmap-pedometer.com



Part B. Trip Tracker data Entry

ACTIVITY # 12 REGISTERInG OnLInE & EnTERInG GHG TRIPS

Time 50 minutes

Required Resources computer / internet use (students need to be registered and log in)

The Big Idea• to prepare students for phase ii of the program which focuses on the collection, recording and

analysis of student transportation data and choices


Activity1. explain to students that they are now entering phase ii of the program in which they will identify

their current transportation habits and strive to choose less polluting, more active modes of transportation. students will use the online trip tracker function to monitor their travel behaviour. the trip tracker tool will show students how their transportation decisions directly impact the environment.

2. student registration on trip tracker students go to www.cleanairachievers.ca and click on “trip tracker”. students register as an ‘achiever’ by completing the registration form and inputting the four digit teacher code provided to them by the teacher.

3. entering ghg trips in small groups, each student defines at least four travel trips they make on a fairly regular basis, including weekends (e.g. from home to school, school to music lessons, sport centre to friend’s house), and that they will be able to realistically make using an active mode of transportation.

these trips are referred to as ghg trips and are intended to reflect the way students travel Before they begin the caa trip tracker. there is no active transportation option for these trips. all trips are to be entered using the most likely emission based mode of transportation. when the student enters this trip as a caa trip (the next activity), credit will be given for using active transportation.

• each student then determines the distance traveled in kilometres for each of these trips (using www.mapquest.ca or www.maps.google.com, gps or road maps and rulers). Distances measured should be as accurate as possible to ensure that results are a true reflection of each student’s achievement.

• students click on ‘ghg trips’ to enter in their trips. note: students only have to input a particular trip (e.g. home to school) once, regardless of how many times they take that trip each week. if the student chooses to input the return trip, it would be a separate entry.

Variation none. it is important that students complete the steps above exactly as outlined.

Teacher Tip Planning notes

if you have any difficulty registering yourself or your students on the website, please contact cac or your community partner for assistance (see appendix h for contact information).

it is imperative that every student has time to input all information to ‘trip tracker’, so ensure that suffi-cient computer time is available.



www.mapquest.ca

www.maps.google.com



ACTIVITY # 13 CAA TRIP TRACKER

Time few minutes per entry

Required Resources trip tracker at www.cleanairachievers.cacomputer / internet use (students need to be registered and log in)Trip Tracker Log Page (appendix a)

The Big Idea• to introduce and explain the caa trip tracker function to students• to provide students with step-by-step information regarding the entry of their daily transportation

choices


Activity1. at this point students should have entered their ghg trips and will now start to log their travel trips

in the caa trip tracker. review the difference between ghg trips and caa trip tracker trips (you could use the analogy of a renovation: the ghg trips represent the ‘before’ picture, and the caa trip tracker shows the new and improved ‘after’ picture).

2. entering caa trip tracker trips • review with students how to access the trip tracker on the caa website. • students enter their caa trips by clicking on ‘record a trip’ in the trip tracker. to enter a trip, they

select one of their ghg trips from a drop down menu. if they wish to enter in a new destination (i.e. a trip not listed in the ghg trips), the site will prompt the achiever to do so by clicking on ‘add ghg trip’. after this new ghg trip has been added the students are now ready to record the data for this new destination under ‘record trip’ and will see the new destination in the drop down menu. the goal is for students to begin using active transportation for these trips.

3. students can click on ‘progress report’ to find out how many kilometres more they have traveled by active transportation and how much of a reduction in ghg emissions has been achieved on a per trip basis.

4. students continue entering trips in the trip tracker for the duration of the caa program. encourage students to enter as many trips as they can, to think of all options for active and safe transportation, and to be as accurate as possible in their distance measurements.

Teacher Tip Taking It Furtherif daily computer access is difficult, request that students write down their trips on the Trip Tracker Log Page for entry in trip tracker at a later date. .

challenge students to increase the number (or percentage) of trips they make using active trans-portation each week. provide incentives for students or make it a contest. Don’t forget to include yourself - kids will respond best when they see you making changes as well!





Part C. data Analysis and Reflection

ACTIVITY #14 REFLECT On IT


Required Resources Reflect On It worksheet (appendix a)

The Big Idea• to review and analyze the trip tracker data• to give students the opportunity to reflect back on the caa program in general and what they

have learned


Activity1. introduce the Reflect on It worksheet. 2. Discuss the importance of reflecting on their efforts in the program. students should be

encouraged to celebrate their achievements and to continue with new habits.

Teacher Tip Planning notesteachers can access class results through the pass-word-protected teacher Zone section of the caa website.




ACTIVITY # 15 THE FInAL WORd

Time 45 - 60 minutes, plus discussion time

Required Resources computer / internet use (students need to be registered and log in)

The Big Idea• to give students the opportunity to review what they have learned and share it with their classmates


Activity1. have students access and print out their individual results from the caa trip tracker (or assign this

for homework the previous day).2. ask each student to review their individual results, and to highlight two or three items they have

learned.3. Divide the class into small groups and have student #1 share one item with the group. Members of

the group are encouraged to comment on the item in round-robin fashion. student #1 then gets to share his/her thinking about the item and has the final word.

4. repeat the process until all students have shared one item with the group.5. as a class, review results. record highlights from each group.6. as a class, determine the significance of the results achieved and form conclusions.

Variationin advance of the activity, go to the teacher Zone on the caa website and print out the class summary. Do not share this information with the class. ask the class to make predictions with regard to the class results (e.g. overall, how many kilograms of ghg emissions do you think were reduced by our class? how many km were traveled in total?). record predictions on the board, then share the actual results with the class. Discuss the relationship between the predictions and the actual results.

Teacher Tip Taking It Furtherteachers can download class summaries and statis-tics from the teacher Zone on the caa website.

following the variation activity, have students use the data collected in a graphing exercise. then ask the class to discuss what they found surprising or inter-esting about the graphed data.




Phase III – Taking it Beyond the Classroom

ACTIVITY # 16 CREATIVE ExPRESSIOnS

Time 75 minutes, plus presentation time

Required Resources Depends on medium chosen

The Big Idea• to encourage students to reflect on the caa program, and to collaborate with others to express what

they have learned using multi-media techniques


Activitypresent students with the following ideas to be completed in small groups, and ask them to choose one:

APicture’sworthaThousandwords• in small groups, design an animation film (students should develop four or five ‘frames’ of the story

line to present to an animation studio for a production discussion)• using the reflections gathered from the class in activity #14, select a point that defines your results• identify some ways to express these ideas visually• select four or five that will convey the message• Draw it up for presentation• ‘present’ your animation designs by displaying for everyone to view as a gallery (structure time for

visiting the gallery)

SuMITuP.CoM–CreateyourownuRL• think about how this program impacted you, and what message you’d like to share with others• sum up your perspective by coming up with a catchy url name for a fictitious website (for example,

www.walkingwakeupcall.com)• Develop ideas as a group and write them down• record your url and a brief overview of your website on poster board to present to your champion

at the final presentation

PublicServiceAnnouncement• You have been asked by caa to create a 30 second public service announcement (psa) to promote

the program• Decide on your message, and script a psa designed to educate and motivate your audience. for

inspiration, watch the short film entitled “global warning” at movie star leonardo Dicaprio’s website at www.leonardodicaprio.org.

• record, edit and share the psa with your class, or with your champion at the final presentation

Variationschoose one of the activities and have the entire class work on it. or, challenge students to find another way to share their experience of the program in another ‘snapshot’ formula.

Teacher Tip Planning notesfor inspiration show your students the unique caa inspired website designed by a class who participated in last year’s caa program:http://www.cleanair8c.piczo.com/?cr=4&rfm=y


www.leonardodicaprio.org

http://www.cleanair8c.piczo.com/?cr=4&rfm=y



ACTIVITY 17 ACTIVE CHAMPIOnS

Time 60-90 minutes (in-class time)

Required Resources Moving People Plan worksheet (appendix a)Moving People Results worksheet (appendix a)Profile Card worksheet (appendix a) or blank cardMaterials for plan delivery method of their choice (e.g. blog, poster, flyer)computer / internet use (optional)

The Big Idea• to celebrate the achievements of the students• to enable students to discover the significance of taking on a role of influence by becoming

champions to inspire others• to allow students design and implement a plan to introduce active transportation to others,

and to share the results and their experience


ActivityA.warm-up

1. inform students that those who achieve results in active transportation graduate to the status of ‘active champion.’

2. gather ideas from the class about the common characteristics of a champion. use their recent experience meeting a champion of sport through the caa program and have them consider other champions in their community (e.g. kids who battle cancer, kids who work hard to improve their grades, people who participate in fundraising walks, people who try something they never thought they could do).

3. have students refine the list by adding their ideas about what it means to be a champion of active transportation (in small groups or individually).

4. ask to hear some of the students’ ideas and record these for everyone to see.5. ask students to help the class develop a description of a champion for active transportation by using

questions like: how would you know an ‘active champion’ when you see one? how might a person qualify to be an ‘active champion’? what would make them a role model? what kinds of things would this champion do to help the community? how would an ‘active champion’ know they’re successful at encouraging the involvement

of others?6. review the points that help students grasp who an active champion is and what they might be

doing in the community before describing the next task. B.MainTask

7. explain to students that they will be encouraging others to use active transportation by designing and delivering the message that active transportation is an important part of healthy daily choices. By taking on this role, students become ‘active champions’ of the caa program.

8. assign the Moving People Plan worksheet. provide desired guidelines (e.g. timeframe, target audience).

9. review each plan and make suggestions for student implementation.10. hand out the Moving People Results worksheet to assist students in recording any pledges

that people make.




C.CoolDown11. have students reflect on their role as an ‘active champion’ and isolate their proudest moment. have

pairs share the details for two minutes each.12. hand out the Profile Card worksheet and have students complete with a photo or link that relates

to their experience as an ‘active champion’. provide some focus questions to help students shape the content of their profiles. have students decorate their cards with the active transportation theme in mind.

13. collect profiles and display for the school to see. contact the municipal or regional office responsible for transportation Demand Management (tDM) programs and have your class send a report or sum-mary. to learn more, visit the tDM online encyclopedia at www.vtpi.org/tdm.

Teacher Tip Taking it Furtherthis activity is suitable to use with everyone in the class after they’ve completed the caa program or with students who are already using active transpor-tation.

submit your profile and tracked pledges to caa with a request to be featured on the website. or, write an article outlining your experiences about becoming an active champion and submit it to the newspaper of your school or community.

www.vtpi.org/tdm


ACTIVITY # 18 RECOMMEnd ITTime 30 - 60 minutes

Required Resources computer/internet use

The Big Idea• to review concepts and vocabulary learned• to create a health promotion message to be shared with others


Activitypresent students with the following challenge:

• reflect on the information you have gathered and learned from the caa program. • consider what you did, what you achieved, what you learned, and what you would like others

to know. Decide on one message you would like to deliver.• keeping the message in mind, make a list of 15 word ‘clues’ for your crossword.• Make a custom crossword puzzle, using your 15 clue words, by visiting

http://puzzlemaker.school.discovery.com and using the ‘puzzle Maker’ option.• swap crosswords with a classmate and try to solve each other’s puzzle.• what do you think the message is?

Variationthe puzzle maker website can also create word searches or ‘double puzzles’ ( jumbled word clues are unscrambled to create a final word or phrase). have students make one of these.

Teacher Tip Taking It FurtherYounger children may not be familiar with these types of puzzles. Bring in some examples to show them to make their task less daunting.

share the crosswords with other teachers or with the school newspaper. send it to cac and we may post it on the caa website for other classes across canada to try!



http://puzzlemaker.school.discovery.com


5.5 . A P P E n D I C E S

AppendicesAPPEndIx A - Student Worksheets and Teacher Answer Key

worksheets and one answer key have been designed to complement the following activities:

Activity1 what’syourEcologicalTirePrint? worksheet answer key

Activity5 CAAwebsiteScavengerhunt worksheet

Activity6 ProfileAChampion worksheet

Activity11 MappingRoutes worksheet

Activity13 TripTrackerLogPage worksheet

Activity14 ReflectonIt worksheet

Activity17 MovingPeoplePlanMovingPeopleResultsProfileCard

worksheets


5 . A P P E n D I C E S

Activity # 1 What’s Your Ecological Tire Print? Worksheet

name: _______________________________________________________________________________

1. name four impacts of climate change.

2. How do vehicles contribute to climate change?

3. describe two impacts of air pollution.

4. What are greenhouse gas emissions (GHGs)?



5. define active transportation.

6. How can students take action on climate change?

7. How do transportation choices relate to health?

Did you know?The number of automobiles on the roads of Canada has more than doubled in the past 20 years and continues to grow. The distances driven and the frequency of trips are also steadily increasing. As a result, while carbon dioxide emissions have decreased on a per vehicle basis, overall they are rising.



Activity # 1 What’s Your Ecological Tire Print? Answer Key

1. name four impacts of climate change.

from: http://www.cleanairachievers.ca/youth/backgrounders/impacts/impacts.asp

• water shortages as a result of changes in precipitation patterns, more evaporation, and contamination of water supplies by sewage, seawater and algae blooms

• local/regional disruptions to food production due to floods, droughts, contamination of productive agricultural land by rising sea levels and expanding ranges of plant and animal diseases and pests

• rising sea levels will erode coastlines, flood coastal plains, increase the intensity of storm surges, contami-nate agricultural land and freshwater supplies, and damage buildings, roads and other infrastructure

• More frequent and severe weather events (e.g., heat waves, heavy rainfall events, floods, storms, hurricanes, tornadoes) will damage property and infrastructure, disrupt business and industry, and injure and kill people

• Most of the world’s endangered species -- some 25 per cent of mammals and 12 per cent of birds -- may become extinct over the next few decades as warmer conditions alter the forests, wetlands, and range-lands they depend on, and human development blocks them from migrating elsewhere

other examples of projected impacts of climate change on canada:

• Declines in fish populations

• forests will be affected by drought, wildfire and outbreaks of forest pests (e.g., spruce budworm, mountain pine beetle)

2. How do vehicles contribute to climate change?

Vehicles create greenhouse gas emissions, one of the leading causes of climate change.

today there are more than 16 million cars on canada’s roads – about one for every two canadians. this is one of the highest per capita rates of car ownership in the world. on average, each car travels more that 16,000 km per year, meaning that each year canadians drive a total of over 282 billion km per year.

3. describe two impacts of air pollution.

air pollution and smog can:

• contaminate soil and water (e.g., by acid rain)

• compromise the health of wildlife by affecting habitat and food quality

• reduce plant health and productivity (e.g., decrease crop yields)

• diminish our ability to enjoy the outdoor environment (e.g., through reduced visibility on smoggy days, discomfort from exercising/recreating outside on smoggy days)

• damage buildings (e.g., acid rain and deposition of particulates)

• compromise our health and increase risk of mortality

http://www.cleanairachievers.ca/youth/backgrounders/impacts/impacts.asp



• impede athletic performance

Damage from air pollution is not always localized. the long-range transport of pollutants can mean that soils, water, plants, animals and people can be affected far away from sources of pollutants. the effects of air pollution are not limited to urban areas.

4. What are greenhouse gas emissions (GHGs)?

the main greenhouse gases are:

• water vapour

• carbon dioxide (co2)

• methane

• nitrous oxide (nox)

• ozone

• industrial gases (e.g. cfcs)

human activities, such as fuel burning, are adding greenhouse gases to the atmosphere. Because these gases remain in the atmosphere for decades to centuries (depending on the gas), global temperatures will rise.

5. define active transportation.

Active transportation is any form of self-generated, human-powered (i.e. non-motorized) method of transporta-tion. it relies, either totally or to some appreciable degree, on human energy, whether with or without some mechanical device or piece of equipment (such as a bicycle, in-line skates, skis, canoe, dog sled) that may provide mechanical advantage and/or reduce rolling resistance.

6. How can students take action on climate change?

examples:

• use active transportation to get to school, music lessons, a friend’s house

• buy products with recyclable packaging

• turn down the thermostat

• turn off lights you aren’t using

• purchase energy efficient products

for a comprehensive list, go to: http://www.cleanairachievers.ca/youth/backgrounders/takingaction/suggestions.asp

7. How do transportation choices relate to health?

By choosing active transportation you enhance your level of fitness and personal health, and help the environ-ment by reducing your contribution to greenhouse gases, air pollution, and climate change.

http://www.cleanairachievers.ca/youth/backgrounders/takingaction/suggestions.asp



Activity # 5 CAA Website Scavenger Hunt Worksheet

name:_________________________________________________________________________

StartthescavengerhuntbygoingtotheCleanAirAchieverswebsiteatwww.cleanairachievers.ca.

1. Click on ‘About’ in the top right corner of the screen. name one featured athlete on the page and one point about him/her.

i.

ii.

2. Write down the ‘did You Know’ statement that appears further down the right side of the page.

3. Read the section entitled ‘What is the role of the Champion?’. Find out who these amazing athletes are by clicking on the ‘Champions’ icon on the left side of the page. Browse through the Champions and select one. Read the biography. Record the athlete’s name and sport below:

Champion’s name: _____________________________ Sport: ________________________

4. Find the ‘Test Your Knowledge’ icon (looks like a blackboard) and click on it. now take one of the quizzes. What was your score?

Score: _______ out of a total of _______

5. Once you’ve finished the quiz, click on the ‘Backgrounders’ button on the left hand side of the page. Read the Table of Contents and select a broad topic that is of interest to you. now select a backgrounder from the list and write the title of the backgrounder below.

7. Read through the backgrounder and write down one fact that was interesting or new to you.

8. While reading the backgrounder, you probably noticed that a few of the words are written in green font. Roll your mouse over a green word. What happens?




9. now click on the ‘Resources & Links’ button on the left hand side of the page. The links are grouped by subject. How many subjects are listed?

10. Select a subject. From the list of links, select one that is of interest to you and follow the link. What is the website about?

11. now close the linked page. You should return to the list of resources for your chosen area of interest. Click on the ‘Activities & Games’ button on the left hand side. Pick a game and follow the link. Spend a few minutes checking out the website and playing a game of your choice.

12. Close the linked page. You should return to the list of Activities & Games. Click on the word ‘Contact’ in the upper right hand corner. In what city would you find the office of Clean Air Champions? Who is Clean Air Champions? (Hint: click on the website link)

13. Go back to the CAA webpage you were on. Find and click on the ‘Glossary’ button, located on the left hand side of the page. What is another word for glossary? (If you don’t know the word, look at the information contained in the glossary and take a guess!)

14. Select a word in the glossary that you’ve never heard of before. Write the word and the definition below.

15. now click on the word ‘About’ in the top right hand corner of your screen. Jot down the two goals of the Clean Air Achievers program.

16. What is your favourite part or area of the CAA website?



Activity # 7 Profile A Champion Worksheet

1. What is the name of your Champion?

2. What is his/her sport?

3. What are the highlights of his/her sport career?

4. What are the Champion’s personal reasons for becoming a Clean Air Champion?

5. does the Champion describe any personal health issues? If so, please describe. If not, then explain what concerns them about the health or future of the environment.

6. now, use the Internet to find out three interesting facts about this Champion’s sport. Most Champions are affiliated with a national sport governing body. You can find all the national team sports by Googling ‘Sport Canada’, or by searching individual sports organizations such as Rowing Canada, Athletics Canada, Canadian Wheelchair Sports Association.

1.

2.

3.



7. What did you discover about this Champion’s sport that you didn’t know before?

8. Have you ever tried this Champion’s sport?

If yes, describe how you feel about it:

___________________________________________________________________________

If no, explain why you are more or less interested now:

___________________________________________________________________________

9. What additional information made this Champion’s story unique?

Did you know?Motor vehicles are the single largest source of harmful air emissions that contribute to human health problems like cancer, premature death, impaired lung function, shortness of breath, wheezing, asthma attacks and many bronchial and respiratory illnesses.



Activity # 11 Mapping Routes Worksheetname: ___________________________________________________________________

This worksheet will assist you in learning how to calculate the distance between two loca-tions. You will have to do this when you enter trips in the Trip Tracker.

Use www.maps.google.com for this worksheet.

1. Imagine that your class is visiting the C.n. Tower in downtown Toronto. during lunch, you will have the opportunity to check out where Much Music is recorded. How far is it to the City TV building?

addresses:c.n. tower 301 front street west toronto on M5V 2t6

chuM – city tV Building299 Queen street west toronto on M5V 2Z5

The distance is ______________ km (round to one decimal point).

2. Practice using the online tools by identifying some distances in your hometown. Select two landmarks in your town/city (for example: sport stadium or playing field, library, city hall, historic site, shopping mall, your school) and find their addresses, including postal codes.

addresses:landmark #1 landmark #2

The distance between these two landmarks is _________ km (round to one decimal point).

3. Consider a few trips that you take on a regular basis (e.g. home to school, home to karate/piano/soccer, school to friend’s house, home to local restaurant). Using the addresses of two locations you travel between regularly, calculate the distance between the two points using www.maps.google.com.

Repeat this for three different trips.

addresses:start location end location Distance (km)

www.maps.google.com

www.maps.google.com



4a. What mode of transportation do you usually use for these trips and why?

4b. What active modes of transportation (e.g. walk, bike) could you use for these trips? What would help make it easier for you to switch to these more active modes?

5. Attempt to calculate how long it would take you depending on each active mode used (i.e. minutes in walking, minutes in biking).

6. Choose one of these active modes and calculate how many calories the trip would burn (use the table at www.cleanairachievers.ca/youth/backgrounders/caloriesburned).

www.cleanairachievers.ca/youth/backgrounders/caloriesburned



Activity # 13 Trip Tracker Log Pagename: ___________________________________________________________________________________

Date trip(e.g. home to school)

Mode of transport:1. active transport 2. public transport 3. car 4. hybrid car 5. school bus 6. truck/van/suV 7. subway



Activity # 14 Reflect On It Worksheetname: _______________________________________________________________________________________

1. What was my best travel trip based on total kilometers traveled and GHGs prevented?

2. Are there other trips that I could have used more sustainable forms of travel? List the trip(s) and the alternative form(s) of travel for each.

3. How many kilograms of GHGs in total did I produce from all my trips?

4. How many kilograms of GHGs in total did I reduce from all my trips?

5. How many kilograms of GHGs could be avoided if I continued my results over a longer period of time (choose one: a month, three months, a year)?



6. What barriers might I have to overcome in my efforts to be a Clean Air Achiever?

7a. Are there changes in my daily travel habits that I can make to increase my active trans-portation and reduce GHGs even more? Please describe:

7b. How about when I am an adult? What steps can I take to reduce my impact on our envi-ronment and improve my health? Please describe:

Every step does make a difference...

Be a Clean Air Achiever for life!



Activity # 17 Moving People Plan Worksheet

name of active champion (you!): ______________________________________________

What did you do to become more active?

What are the benefits of being active?

Why did you become an ‘Active Champion’?

List five people you plan to share active transportation benefits with:



What are some ways to get people talking about getting active?

How could you help people discover some new ways to get around that are active?

List three to five points you want to share:

How will you present your messages?



Activity # 17 Moving People Results Worksheetname of active champion (you!): ______________________________________________

Use the following table to keep track of your results:

who? howdotheyusuallygetaround? what’stheirpledgetobecomemoreactive?

Record anything special you heard or learned along the way:



Activity # 17 Profile Card Worksheetname of active champion (you!): ____________________________________________________

Congratulations! You are an ACTIVE CHAMPIOn. So, what do you think?

1. How did you feel about your role in this task?

2. How did you share your active transportation with others?

3. How many people did you share the benefits of active transportation with?

4. How did people respond? What were your results?

5. What would you like to see happen with active transportation in your community?

6. What are you going to do next with your role as an ‘Active Champion’?

7. What advice would you give a new ‘Active Champion’ who is just starting out?

yourprofilemightincludesomeadditionalthoughtsthatreflectquestionslike:• howmanypeoplehaveyouencouragedtouseactivetransportation?• what’syoursecrettosuccess?• whatsurprisedyouthemostaboutyourroleasan‘ActiveChampion’?• whoisyouractivetransportationrolemodelandwhy?• whathobbyorinterestdoyouhavethatrelatestoactivetransportation?• whatwasoneofyourbiggestthrillsever?• whatisoneofyourfavouritewaystospendaday?• whosumsitupforyouandwhataretheyquotedassaying?



APPEndIx B – Curriculum Connections

this appendix provides a sample of the curriculum connections listed by province, grade and subject area. for a more detailed description of all available curriculum connections, please visit the caa website and click on ‘teacher Zone’ then ‘curriculum connections.’

• a sense of personal and shared responsibility for actions taken

• respect for living things and environments, and commitment for their care.

Social StudiesMeeting human needs

• identify possible sources, and identify which source of information is more acceptable, stating reasons for choice

• organize information gathered into a chart, diagram or graph

• compute the distances between points on maps of different scale

• draw conclusions about rights and responsi-bilities of citizens

• demonstrate respect for the rights and opin-ions of others plan, carry out and evaluate an action that would demonstrate responsible citizenship

English Language Artslisten, speak, read, write, view and represent to:

• explore thoughts, ideas, feelings and experi-ences

• manage ideas and information• enhance the clarity and artistry of communi-

cation• respect, support and collaborate with others

Grade 7

Health and Life Skills• make responsible and informed choices to main-

tain health and to promote safety for self and others

• compare personal health choices to standards for health; e.g., physical activity, nutrition, relaxation, sleep, reflection

Alberta

• alberta - page 52 • British columbia – page 56 • nova scotia – page 59

• ontario – page 61 • saskatchewan – page 64

Grade 6



• evaluate the need for balance and variety in daily activities that promote personal health

Physical Education• understand, experience and appreciate the health

benefits that result from physical activity• identify and then take responsibility for various

roles while participating in physical activity; and, identify leadership and followership skills used while participating in physical education

• assume responsibility to lead an active way of life• set and modify goals to improve personal per-

formance based on interests and abilities• analyze and create different ways to achieve an

activity goal that is personally challenging

Science• recognize the importance of accuracy in observa-

tion and measurement; and apply suitable meth-ods to record, compile, interpret and evaluate observations and measurements.

students will show growth in acquiring and applying the following traits:

• confidence in personal ability to learn and develop problem-solving skills

• inventiveness and open-mindedness• perseverance in the search for understand-

ings and for solutions to problems• flexibility in considering new ideas• appreciation of the benefits gained from

shared effort and cooperation



• analyze the messages and approaches used by the media to promote certain body images and lifestyle choices


benefits that result from physical activity• identify positive active living role models• assume responsibility to lead an active way of life• participate regularly in, and identify the benefits

of, an active lifestyle• identify and demonstrate strategies that encour-

age participation and continued motivation• evaluate different ways to achieve an activity

goal, and determine a personal approach that is challenging

• identify local community programs that promote physically active lifestyles

• identify factors that affect choices of daily physi-cal activity for life, and create personal strategies to overcome barriers

ScienceunitA:InteractionsandEcosystems (social and environmental emphasis)• investigate and describe relationships between

humans and their environments, and identify related issues and scientific questions

• identify examples of human impacts on eco-systems, and investigate and analyze the link between these impacts and the human wants and needs that give rise to them

• analyze personal and public decisions that involve consideration of environmental impacts, and identify needs for scientific knowledge that can inform those decisions

• describe the relationships among knowledge, decisions and actions in maintaining life support-ing environments

• identify intended and unintended consequences of human activities within local and global envi-ronments

• describe and interpret examples of scientific investigations that serve to inform environmen-tal decision making

• analyze a local environmental issue or problem based on evidence from a variety of sources, and identify possible actions and consequences

unitC:heatandTemperature (social and environmental emphasis)• identify positive and negative consequences of

energy use, and describe examples of energy con-servation in their home or community

• work collaboratively in carrying out investigations and in generating and evaluating ideas

• demonstrate sensitivity and responsibility in pur-suing a balance between the needs of humans and a sustainable environment

Social Studies• assess, critically, the impact of urbanization and

of technology on individual and collective identi-ties in canada by exploring and reflecting upon the following questions and issues

• develop skills of critical thinking and creative thinking

• demonstrate skills of decision making and prob-lem solving

• demonstrate skills of cooperation, conflict resolu-tion and consensus building

• develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community

English Language Artslisten, speak, read, write, view and represent to: • explore thoughts, ideas, feelings and experiences• manage ideas and information• enhance the clarity and artistry of communica-

tion• respect, support and collaborate with others

Grade 8



• examine the relationship between choices and resulting consequences

• develop personal strategies to deal with pres-sures to have a certain look/lifestyle

• identify components of ethical decision making, and apply these concepts to personal decision making




benefits that result from physical activity• discuss positive active living role models• describe, apply and practice leadership and fol-

lowership skills related to physical activity• participate regularly in, and identify and describe

the benefits of, an active lifestyle• develop a personal plan that encourages partici-

pation and continued motivation• monitor, revise and refine personal goals based

on interests and abilities• analyze community programs that promote a

physically active lifestyle• analyze factors that affect choices of physical

activity for life, and create personal strategies to overcome barriers

Science• research information relevant to a given problem

or issue• select and integrate information from various

print and electronic sources or from several parts of the same source

• estimate measurements • compile and display data, by hand or computer,

in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs

• work collaboratively on problems; and use appro-priate language and formats to communicate ideas, procedures and results

• evaluate individual and group processes used in planning, problem solving, decision making and completing a task

• appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds

• demonstrate sensitivity and responsibility in pur-suing a balance between the needs of humans and a sustainable environment

Knowledge and Employability Social Studies• develop skills of critical and creative thinking• identify and re-examine their personal assump-

tions and opinions to broaden their understand-ing of a topic or issue

• demonstrate the ability to identify local and cur-rent events that connect to social studies issues

• use a problem-solving model to identify the prob-lem/issue, identify alternative solutions and their consequences and identify which action to imple-ment

• articulate clearly a plan of action to use technol-ogy to solve a problem

• identify the appropriate materials and tools to use in order to accomplish a plan of action.

• demonstrate responsible and ethical use of infor-mation and technology

• locate information by using various parts of an information source; e.g., the glossary, table of contents, index and home page of a web site

• reflect on the ways in which shared stories con-nect to personal experiences

• organize and analyze information to create a product

• communicate ideas and actions using a variety of strategies, e.g., speeches, multimedia presenta-tions, written and oral reports, and consider par-ticular audiences and purposes

• access available databases for images to support communication

• create a multimedia presentation, incorporating visual images (clip art, video clips), sounds (live recordings, sound clips) and animated images, as appropriate to a specific audience and purpose.

Integrated Occupational Social Studies (IOP)• develop a sense of responsibility for personal

behaviour• develop the desire to become a responsible,

participating member of society• develop a desire to continue learning about the

interdependency of the social, economic and physical community

• develop a desire to apply critical/creative think-ing and inquiry strategies to social and economic issues

Grade 9

Health and Life Skills• use knowledge of a healthy, active lifestyle to

promote and encourage family/peer/ community involvement



Health and Physical Education• understand, experience and appreciate the health

benefits that result from physical activity• identify and discuss the positive behaviours that

are demonstrated by active living role models• participate regularly in, and realize the benefits

of, an active lifestyle• evaluate different ways to achieve an activ-

ity goal, and determine personal and team approaches that are challenging for both the individual and the group

• evaluate community programs that promote physically active lifestyles and how they meet local needs

• develop strategies to counteract influences that limit involvement in physical activity

Knowledge and Employability ScienceunitC:EnvironmentalChemistry• investigate and describe, in general terms, the

role of different substances in the environment in supporting or harming humans and other living things

• describe and illustrate processes by which chemi-cals are introduced to the environment or their concentrations are changed

• identify questions that may need to be addressed in deciding what substances—in what amounts—can be safely released into the envi-ronment

• identify chemical factors in an environment that might affect the health and distribution of living things in that environment

• apply and interpret measures of chemical con-centration in parts per million, billion or trillion

unitD:ElectricalPrinciplesandTechnologies• identify and evaluate alternative sources of elec-

trical energy, including oil, gas, coal, biomass, wind, waves and batteries describe the by-prod-ucts of electrical generation and their impacts on the environment

• identify concerns regarding conservation of ener-gy resources, and evaluate means for improving the sustainability of energy use

Social StudiesEConoMICgRowTh:DIFFERIngPERSPECTIvESToPICCCanada:RespondingtoChange• draw conclusions about technological change

and its effect on quality of life.• determine values underlying a position (identify,

define, describe—value priorities, value conflicts).• make generalizations by stating relationships

among concepts about technological change and its effect on quality of life.

• identify and evaluate alternative answers, con-clusions, solutions or decisions regarding ques-tions and issues used for inquiry and research on responding to change.

• develop an appreciation for the varied effects of economic growth on our quality of life

Integrated Occupational Social Studies (IOP)• develop a sense of responsibility for personal

behaviour• develop the desire to become a responsible,

participating member of society• develop a desire to continue learning about the

interdependency of the social, economic and physical community

• develop a desire to apply critical/creative think-ing and inquiry strategies to social and economic issues

English Language Artslisten, speak, read, write, view and represent to:

• explore thoughts, ideas, feelings and experiences

• manage ideas and information• enhance the clarity and artistry of

communication• respect, support and collaborate with others



British ColumbiaScience• differentiate between renewable and non-renew-

able methods of producing electrical energy

Grade 7

Physical Education• participate regularly in physical activity to devel-

op components of fitness and motor abilities• identify and explain the effects of exercise on the

body systems before, during, and after exercise• select safe activities that promote personal fit-

ness and a healthy lifestyle• set and modify goals to develop personal fitness

and motor abilities• identify factors that affect choices of physical

activity for life• identify the factors to consider when planning

outdoor activities and the impact of physical activities on the environment

• demonstrate a personal functional level of physi-cal fitness

• participate safely in an outdoor experience

Personal development• evaluate personal attitudes that promote health• give examples of how personal health relates to

the environment, the economy, and society

Science• assess the requirements for sustaining healthy

local ecosystems• evaluate human impacts on local ecosystems

Social Studies• identify and clarify a problem, issue, or inquiry• generate and justify interpretations drawn from

primary and secondary sources• defend a position on a global issue by considering

competing reasons from various perspectives• design, implement, and assess detailed courses of

action to address global problems or issue• construct, interpret, and use graphs, tables, scales,

legends, and various types of maps• analyze ways that people’s interactions with their

physical environments change over time

Grade 6

Physical Education• relate personal physical and emotional health

benefits to regular participation in physical activity (e.g., energy, endurance, stress management, fresh air and sunshine when activities are done outside)

• relate the development of muscular strength and endurance, cardiovascular endurance, and flexibil-ity to participation in specific physical activities

• set personal goals for attaining and maintaining a physically active lifestyle

• participate daily (e.g., five times a week) in a variety of moderate to vigorous physical activities that develop muscular strength and endurance, cardiovascular endurance, and/or flexibility

Personal Planning• analyse how personal support networks contrib-

ute to achievement of personal, educational, and career plans

• demonstrate an awareness of cultural influences on attitudes toward healthy living

• analyse factors that affect global health issues• describe planning techniques that can help to

support goal attainment (e.g., time management, setting priorities, considering costs and resources)

• describe the benefits of attaining and maintain-ing a balanced, healthy lifestyle, including the benefits of being physically active healthy eating practices an emotionally healthy lifestyle

Social Studies• apply critical thinking skills – including comparing,

classifying, inferring, imagining, verifying, identify-ing relationships, summarizing, and drawing con-clusions – to a range of problems and issues

• interpret graphs, tables, aerial photos, and various types of maps

• deliver a formal presentation• implement a plan of action to address a selected

local or global problem or issue• research information using print, non-print, and

electronic sources • organize information from a variety of sources

into a structured presentation using more than one form of representation

• design, implement, and assess detailed courses of action to address national problems or issues



Grade 8

Physical Education• identify the benefits of active living• demonstrate a willingness to participate in a wide

range of activities from all movement categories• identify and explain the effects of exercise on the

body systems before, during, and after exercise• explain fitness components and principles of

training• set and modify goals to develop personal fitness

and motor abilities and to maintain a healthy lifestyle

• identify and describe factors that affect choices of physical activity for life

• explain the benefits of and demonstrate warm-up and cool-down activities

• design and analyze a personal nutritional plan• describe and perform appropriate activities for

personal stress management and relaxation• identify environmental factors when planning

and participating in physical activities in an out-door setting

• describe how changes in body growth affect movement skills and concepts

• demonstrate a personal functional level of physical fitness

Health and Career Education• set personal goals for attaining and maintaining

a healthy lifestyle

Information Technology• enter information accurately using appropriate

keyboarding techniques and software that allows for the storage, retrieval, and editing of material

• demonstrate the ability to formulate questions and to use a variety of sources and tools to access, capture, and store information

Science• use graphs and simple statistics to analyze data • use information and conclusions as a basis for

further comparisons, investigations, or analyses • critique information presented in a variety of

media • analyze the costs and benefits of making alterna-

tive choices that impact on a global problem

Social Studies• identify and clarify a problem, an issue, or an

inquiry • gather and organize a body of information

from primary and secondary print and non-print sources, including electronic sources

• interpret and evaluate a variety of primary and secondary sources

• assess a variety of positions on controversial issues

• plan, revise, and deliver written and oral presen-tations

• co-operatively plan and implement a course of action that addresses the problem, issue, or inquiry initially identified

Grade 9

Physical Education• identify and describe the benefits of active living • demonstrate a willingness to participate in a

wide range of activities from all movement cat-egories

• set and evaluate goals to develop personal fitness abilities and maintain a healthy lifestyle

• plan and participate in personal fitness and activ-ity programs, using the principles of training

• plan and lead appropriate warm-up and cool-down activities

• analyze and explain the effects that nutrition, fit-ness, and physical activity have on body systems before, during, and after exercise

• identify and describe factors that affect choices of physical activity for life

• design, analyze, and modify nutrition programs for self and others

• select and perform appropriate activities for personal stress management and relaxation

• identify outdoor living skills and a code of responsible behaviour in the outdoors

• explain how changes in body growth affect movement skills and

• demonstrate a personal functional level of physical fitness



Health and Career Education• relate the characteristics of a healthy lifestyle to

their ability to maximize personal potential

Science• describe relationships and analyze patterns of

change • evaluate the use of data when considering scien-

tific claims• debate a variety of socio-scientific issues• infer that diet and lifestyle are critical in helping

maintain a healthy body

Social Studies• identify and clarify a problem, an issue, or an

inquiry • select and summarize information from pri-

mary and secondary print and non-print sources, including electronic sources

• assess the reliability, currency, and objectivity of different interpretations of primary and second-ary sources

• defend a position on a controversial issue after considering a variety of perspectives

• plan, revise, and deliver formal oral and written presentations

• co-operatively plan, implement, and assess a course of action that addresses the problem, issue, or inquiry initially identified



nova ScotiaSocial Studies• demonstrate an understanding of the rights and

responsibilities of citizenship and the origins, functions, and sources of power, authority, and governance.

• demonstrate an understanding of the interde-pendent relationship among individuals, socie-ties, and the environment – locally, nationally, and globally – and the implications for a sustainable future.

• demonstrate an understanding of the interac-tions among people, places, and the environment

• take age-appropriate actions to demonstrate their responsibilities as global citizens

English Language Arts• speak and listen to explore, extend, clarify, and

reflect on their thoughts, ideas, feelings, and experiences

• communicate information and ideas effectively and clearly, and to respond personally and criti-cally

• interpret, select, and combine information using a variety of strategies, resources, and technolo-gies

• use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feel-ings, experiences, and learnings; and to use their imaginations

• use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity precision, and effectiveness

Grades 7, 8, 9

Physical Education - Active Living• use relaxation techniques for stress management• design and analyze a personal nutritional plan• analyze activities and exercises according to ben-

efits to muscular strength, cardiovascular fitness, flexibility, and endurance

• explain the benefits of and demonstrate warm-up and cool-down activities

• participate in activities that enhance muscular strength, cardiovascular fitness, flexibility, and endurance

• plan how to utilize community resources

Grade 6

Health• identify and practice strategies for making

healthy adjustments to change• participate in a broad range of physical activities• assess the impact of current and emerging tech-

nologies on the health and fitness of canadians• identify ways that individuals, communities, and

countries co-operate to protect and maintain environmental health

• set personal goals and work towards them• apply decision-making strategies to complex and/

or challenging problems• practise citizenship at school and in the commu-

nity and region• identify some of the responsibilities of global citi-

zenship Physical Education• demonstrate a knowledge of the components

and processes needed to develop and maintain a personal level of functional fitness

• participate regularly in a variety of activities that develop and maintain personal physical fitness

• demonstrate positive attitudes toward and an appreciation of physical activity through partici-pation

• demonstrate an understanding of the implica-tions of the term “environmental citizenship”

• appreciate and recognize the effects of human activity on the environment

Science• develop an understanding of the nature of

science and technology, of the relationships between science and environmental contexts of science and technology

• construct knowledge and understandings of con-cepts in life science, physical science, and earth and space science, and apply these understand-ings to interpret, integrate, and extend their knowledge

• develop attitudes that support the responsible acquisition and application of scientific and tech-nological knowledge to the mutual benefit of self, society, and the environment.



Health/Personal development and Relationships• identify and demonstrate attitudes and behav-

iours that contribute to the health and efficiency of the respiratory and circulatory systems

• participate in a broad range of physical activities they enjoy

• demonstrate an understanding of the effect of fitness on the body systems

• identify signs of community health• identify trends related to the health of their com-

munity, and identify and practice ways of contrib-uting to community health

• assess the impact of various decisions and practices on the health and sustainability of the global environment

• express a personal sense of global citizenship

Information Technologies• in the process of collecting, analyzing, and dis-

playing data, independently create electronic charts, tables, and graphs; and design, create, and manipulate spreadsheets and databases

• with the assistance of their teachers, select appropriate measuring and recording devices and/or software to collect data, discover patterns of change over time, solve problems, and make logical decisions based on their investigations

• with the assistance of their teachers, assess the quality, completeness, biases, and perspectives of print, media, and electronic resources for possible use in their curricular studies

• independently and critically evaluate how style, form, source, and medium influence the accessi-bility, validity, and meaning of information

Science• illustrate examples of conflicting evidence related

to how we should maintain and/or treat body systems

• rephrase questions into testable form about the factors that affect physical fitness and health

• provide examples of careers that are associated with the health of body systems

Social Studies• demonstrate an understanding of the rights

and responsibilities of citizenship (local, national, global)



Ontario• explain the importance of daily physical activity• explain how the health of human beings is

affected by environmental factors• demonstrate an understanding of the effects of

human activities and technological innovations, as well as the effects of changes that take place naturally, on the sustainability of ecosystems

• investigate the impact of the use of technology on the environment

Heat• explain how the characteristics and properties of

heat can be used, and identify the effect of some of these applications on products, systems, and living things in the natural and human-made environments

• identify and describe steps that can be taken to conserve energy and the reasons for doing so

Motion• show an understanding of the impact of moving

mechanisms (e.g., trucks, snowmobiles) on the environment and on living things (e.g., loss of natural habitat

Grade 7

Physical Education• apply the factors that motivate their daily activi-

ties to their personal action plans;• improve or maintain their personal fitness levels

by participating in sustained moderate to vigor-ous fitness activity for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures;

• assess their own levels of physical fitness on an ongoing basis, comparing with past performanc-es, and apply the information to their personal goals;

• apply a goal-setting process to short-term goals related to physical activity or personal fitness;

• examine the effects of healthy eating and regular physical activity on body size and shape, and on self-esteem;

• identify factors affecting healthy body weight.

Grade 6

Physical Education• participate on a regular basis in physical activities

that maintain or improve physical fitness • follow safety procedures related to physical activ-

ity, equipment, and facilities, and begin to take responsibility for their own safety

• describe the factors that motivate participation in daily physical activity (e.g., the influence of friends, enthusiasm for the outdoors) and begin to consider them when making their own choices of physical activities

• improve their personal fitness levels by partici-pating in sustained moderate to vigorous physi-cal activity for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures

• implement and revise as required plans of action to achieve personal fitness goals

Social StudiesCanadaandworldConnections• explain the relevance to canada of current global

issues and influences• formulate questions to develop research plans

with a statement of purpose• use and construct a variety of graphic organizers

and graphs to sort, classify, connect, and interpret information

• use appropriate vocabulary to describe their inquiries and observations

• use base maps and a variety of information sources to sketch the relative position of places

• describe canada’s participation in international efforts to address current global issues

Science and TechnologyLifeSystems• demonstrate understanding of factors that con-

tribute to good health• use appropriate vocabulary, including correct sci-

ence and technology terminology, in describing their investigations, explorations, and observations

• communicate the procedures and results of inves-tigations for specific purposes and to specific audi-ences, using media works, oral presentations, writ-ten notes and descriptions, drawings, and charts



Geography• formulate questions to guide and synthesize

research on an environmental issue;• locate and use relevant information from a vari-

ety of primary and secondary sources;• communicate the results of inquiries about dif-

ferent points of view on an issue, using computer slide shows, videos, websites, oral presentations, written notes and reports, drawings, tables, charts, diagrams, maps, models, and graphs;

• use appropriate vocabulary to describe their inquiries and observations.

• apply the perspective of one or more themes of geographic inquiry to produce a report on an actual or fictional environmental event;

• choose an environmental issue that illustrates one of the themes of geographic inquiry and explain why various individuals and groups have different opinions on the issue.

Grade 8

Physical Education• apply the factors that motivate their daily activi-

ties to positively influence others to become physically active;

• improve or maintain their fitness levels by partici-pating in sustained moderate to vigorous fitness activity for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures;

• assess their personal levels of physical fitness on an ongoing basis comparing to past performanc-es, and apply the information to their short- and long-term goals;

• apply a goal-setting process to short- and long-term goals related to physical activity or fitness;

• identify ways to maintain a healthy body weight.

Geography• locate relevant information from a variety of pri-

mary and secondary sources;• communicate the results of inquiries for specific

purposes and audiences using computer slide shows, videos, websites, oral presentations, writ-ten notes and reports, illustrations, tables, charts, maps, models, and graph;

• use appropriate vocabulary to describe their inquiries and observations;

• describe how technology has improved human mobility;

• formulate questions to guide and analyze research on migration and mobility;

• locate relevant information from a variety of pri-mary and secondary sources;

• communicate the results of inquiries for specific purposes and audiences, using computer slide shows, videos, websites, oral presentations, writ-ten notes and reports, illustrations, tables, charts, maps, models, and graphs;

• explain the concept of sustainable development and its implications for the health of the environ-ment.

• produce a report on the factors that affect the future availability of natural resources;

• present and defend a point of view on how a resource should be used.

Grade 9

Health and Physical Education• describe career opportunities related to sport and

recreation;• identify the factors that affect choices of activi-

ties with potential for lifelong participation and enjoyment;

• monitor personal plans for daily, health-related fitness activities that reflect their personal fitness goals;

• participate in personal health-related fitness programs;

• describe the benefits of each health-related fitness component and its relationship to active living.

Geography

• explain how human activities affect, or are affect-ed by, the environment;

• present findings from research on ways of improving the balance between human and nat-ural systems.

• recommend ways in which individuals can con-tribute to the quality of life in their home, local ecozone, province, nation, and the world;



• predict the consequences of human activities on natural systems;

• develop and use appropriate questions to define a topic, problem, or issue and to focus a geographic inquiry;

• gather geographic information from primary sources and secondary source to research a geo-graphic issue;

• evaluate the credibility of sources and the reli-ability and usefulness of information;

• distinguish among opinion, argument, and fact in research sources;

• use appropriate statistical methods and catego-ries of data in geographic analysis, observing accepted conventions;

• provide appropriate and sufficient geographic evidence and well-reasoned arguments, to sup-port opinions and conclusions;

• analyze the potential impact on the global community of their personal choices;

• explain the relationship between stewardship, sustainability, and change in canada’s consump-tion of energy and other resource-use practices.



Saskatchewan• appreciation for the complexity of factors which

influences lifestyle• understand that interdependence involves both

rights and responsibilities. • locate and gather information from a variety of

sources• organize and present ideas and information• relate current events to the concepts under study• participate in a variety of group activities• develop an appreciation for the importance of co-

operative relationships• develop a commitment to understand and help

deal with global issues

Mathematics data Management • acquire data through: surveys, questionnaires,

experiments, observation, published information

Grade 7

Physical Education• develop an appreciation of the role physical fit-

ness plays in achieving and maintaining a per-sonal sense of well-being

• develop an appreciation of and respect for the outdoor environment

• develop an appreciation of the contribution out-door pursuits make to personal fitness

Health Education decision Making Process Unit• list examples of health-enhancing and health-

risking behaviours • identify ways to maintain personal commitment

for purposes of increasing health-enhancing behaviours

• be aware of the benefits of a rational decision-making process

• list ways to build support systems into the deci-sion-making process

• identify factors that affect goals and our ability to attain them

• set goals that reflect personal commitment to increasing health-enhancing behaviours

• identify the elements of a well-designed action plan

• construct clear, achievable goals and plan to meet them

Grade 6



• develop an appreciation and respect for the natu-ral environment

• develop social skills that promote acceptable standards of behaviour and positive relationships with each other and the environment

Health Education• develop the lifelong practice of making health-

enhancing decisions• understand that there is a wide variety of person-

al standards and that numerous factors influence those standards

• identify health-enhancing behaviours that affirm their personal standards

• identify events or factors that cause people to behave in ways that conflict with their personal standards

• develop the ability to make choices and decisions that are compatible with their beliefs and princi-ples for the present and in their future

• demonstrate decision-making skills that support their personal standards.

• carry out an action plan

Science• recognize how individuals use and depend on

forms of energy • prioritize energy use in our lives • examine and consider low energy use lifestyles • explore the role of society in encouraging and

enabling low energy lifestyles • appreciate how technological developments

affect culture and society

Social Studies • interpret information found on globes and maps • consider globes and maps as valuable sources of

information• appreciate that elements of the natural environ-

ment are interrelated• understand that interaction occurs between/

among groups of people and the environments in which they live



• design action plans that feature personal com-mitment

• identify the traits and skills of a person who can support personal commitment

• identify criteria and use them to assess the design elements of action plans

• develop criteria to evaluate the implementation of action plans

Science Renewable Resources in Saskatchewan Unit• appreciate the impact that human activity has on

renewable land and water resources• introduce the concept of sustainable use of

renewable land and water resources• consider some of the effects of production, trans-

portation, and use of energy on the environment• list sources of renewable energy• discuss why each source identified is classified as

renewable• describe how renewable energy sources could be

substituted for non renewable energy sources• create a list of benefits, disadvantages, and inter-

esting points about each of the resources• understand human needs in relation to the needs

of other living organisms• explore the implications or consequences of

human actions• distinguish between needs and wants• clarify their motives and develop insight into the

motives of others with respect to energy use• develop an understanding that technology both

shapes society and is shaped by society

Social Studies Resources Unit• appreciate the vulnerability of the environment• appreciate that individuals and societies have the

responsibility to manage and conserve resources, both renewable and non-renewable

Change Unit • know that location, land and use of resources

influence and can change the organization and interaction of society

• engage in the research process to locate, collect, organize and present relevant data

• summarize collected data in a variety of formats: written, oral and graphic representations

• participate appropriately and effectively in groups

• appreciate that changes in values and changes in society are interconnected.

• appreciate that values establish fundamental standards of human behaviour and provide guidelines for evaluating the results of decisions and changes

Grade 8





Health Education decision Making Process Unit• give examples of health-enhancing behaviours

that benefit from support by friends and family • identify strategies of support for purposes of

helping a peer increase health-enhancing behav-iours

• develop the lifelong practice of making health-enhancing decisions

• acknowledge the role peer support plays in mak-ing decisions and attaining goals

• establish a goal to support a peer who is trying to increase health-enhancing behaviours

• construct clear, achievable goals and plan to meet them

• identify criteria and use them to assess the design elements of the action plans

• develop criteria to evaluate the implementation of action plans

Health Education Protecting the Environment and the Health of the People Unit• identify practices and activities that pose a threat

to the environment and the health of people • consider the kinds of changes needed to protect

the environment and the health of individuals • identify social action groups that exist to protect

the environment and/or promote the health of individuals


• consider ways of initiating and participating in social actions that may lead to protection of the environment and the promotion of health

• assess some of their own actions and identify some changes that can be made on an individual basis in relation to personal and environmental health.

• list strategies to use in supporting a friend(s) who is making a positive change to protect the envi-ronment and the health of people

• list ways of supporting existing social action groups and/or programs created to protect the environment and promote health

• point out the consequences that each support strategy has for themselves, their peer, and the likelihood of the peer achieving his or her goal

• compile a goal statement to support a peer who is trying to protect the environment and the health of individuals

Science Adaptation and Succession Unit• identify the nonliving conditions and compo-

nents of the ecosphere that influence life• recognize energy sources and energy flows in the

ecosystem• observe and describe the rate of environmental

change• assess how living organisms contribute to envi-

ronmental change• evaluate the effect of succession on ecosystems

Energy Resources in Saskatchewan Unit• assess the impact that the use of fossil fuels has

on saskatchewan and canadian environments• assess the impact that the use of fossil fuels has

on saskatchewan and canadian societies• suggest and analyze measures to reduce demand

for gasoline• explore the consequences which individual and

societal resource-use decisions have on all life • recognize that balance is needed between the

rights of the individual and the well-being of the group

• explore and develop empathy for all persons based on an understanding of human needs and an ability to imagine themselves in the situations of others

• recognize the importance of communication as a tool for maintaining respect and harmony in social situations

Social Studies Citizenship Unit• appreciate and respect the positive contributions

of all citizens toward a healthy canadian society • appreciate the rights and exhibit the responsibili-

ties of canadian citizenship

Interdependence Unit• know and explain ways in which all citizens and

cultural groups are interdependent • know and give examples of how technological

change affects interdependence of individuals and nations

• classify and present information and ideas in logical formats

• compare and contrast information and ideas in a variety of formats: written, oral and graphic rep-resentations

• participate appropriately and effectively in groups. appreciate that, because all aspects of society are interconnected and interdependent, there cannot be change without consequences

• appreciate that change in values and society may result in further change

• appreciate the relationship between identity and the current technology

Grade 9





Health Education decision Making Process Unit• understand that there are many ways of taking a

leadership role in health promotion• identify the determinants of health


• identify strategies of health promotion • list leadership skills that can be used in health

promotion• develop the lifelong practice of making health-

enhancing decisions• establish criteria and use them to evaluate alter-

natives/strategies• construct clear, achievable goals and plan to meet

them • design an action plan that promotes health • identify criteria and use them to assess the

design elements of an action plan • identify criteria to evaluate the implementation

of an action plan • revise their action plan based upon specific criteria

Science Saskatchewan: the Environment Unit• develop compassionate, empathetic and fair-

minded students who can make positive contri-butions to society as individuals and as members of groups

• recognize that the behaviour of an individual can affect the quality of an experience for others

• reflect upon the benefits of cooperative, respect-ful, or empathetic behaviours in actions which influence the biosphere

• recognize that a balance is needed between the rights of an individual and the well-being of both the human group and all life forms

Atmosphere Unit• recognize the effects of human activity on the

atmosphere• identify some air pollutants• describe the effects of air pollutants• distinguish between local effects and global

effects of pollutants• investigate how levels of air pollutants are moni-

tored• discuss proactive and reactive methods of reduc-

ing air pollution• understand and use the vocabulary, structures

and forms of expression which characterize the study of science

• incorporate the vocabulary of climatology and atmospheric study into talk and writing

• use a variety of strategies to interpret the mean-ing of what is read

• develop understanding through identifying cause and effect, and comparing and contrasting

Social Studies Change Unit• know that change is a continuous process that

occurs over time, and that it can be rapid or gradual• know that cultural changes have numerous caus-

es and effects• know that technological change is part of the

evolution of society and that its pace accelerates as knowledge increases

• draw inferences based upon interpretation of data

• make valid generalizations based upon considera-tion of a number of specific instances

• engage in the research and problem-solving proc-esses, independently and in groups

• appreciate that individuals and cultures resist change

• accept and respect others’ perspectives and view-points

• appreciate that all changes have causes and effects

Causality Unit• know the basic principle that nothing happens or

exists without a cause• appreciate that change may be the cause of com-

plex problems• recognize the effects of technology on individuals

and societies• draw inferences from reliable data• share and provide justification for personal opin-

ions and viewpoints• discuss and debate various viewpoints and inter-

pretations


APPEndIx C – Letter for Parents

The Environment. Canadian Athletes. Your Child.How are they connected? Please read on.

dear Parents and Guardians:Your son/daughter and his/her classmates are part of a dynamic new program called hsBc clean air achievers (caa). caa engages students in grades 6 to 9 in exploring how their transportation choices affect air pollution and climate change, as well as in discovering the impacts on their personal health. this program is aligned with current provincial curriculum requirements.

Who is behind Clean Air Achievers?CAAisaprogramofCleanAirChampions(CAC), a registered charity founded by retired national team athletes and professionals in the environmental sciences field. the champions are comprised of over 120 retired national team athletes, olympians and paralympians from across canada who share the common goals of improving air quality and motivating canadians to adopt lifestyles that enhance environmental and personal health (see www.cleanairchampions.ca for more details).

the program is sponsored by hsBc Bank canada, and in part by the ontario trillium foundation, the government of ontario and honda.

What are the program goals? the goals of caa are for each student to strive to produce reductions in greenhouse gas emissions (ghgs) through reduced reliance on the automobile, and to achieve an enhanced level of fitness through active modes of transportation (walking, cycling, etc.).

How will it be implemented in the classroom?the program is being implemented between september 2007 and June 2008 in schools across canada. within this time period teachers choose the timeframe to implement phase i: teacher-led lessons and activities, and phase ii: entering of travel trips by your son/daughter on a dedicated caa website. this is a program that encourages students to apply the lessons outside the classroom. if teachers and parents desire, students can access the caa website anywhere they can connect to the internet. to visit the site, please go to www.cleanairachievers.ca.




How will your child’s identity and information be protected?the caa program is protected under cac’s privacy policy. only first names are requested in the caa online regis-tration, and all data gathered is used only for the express purpose of cac and the caa program. for a complete review of our privacy policy, please go to www.cleanairchampions.ca/cac/privacy.aspx.

What is your role as parent/guardian?Your role is simply to support your son/daughter’s participation in clean air achievers. perhaps you could dis-cuss how your son/daughter can choose new and safe active transportation routes, or walk with them to school instead of driving the car, or even start an after-school carpool with other parents.

Your son/daughter will enjoy this experience all the more if there is family support to encourage their choices to be more physically active, and to rely less on travel by car. while we realize that leaving the car behind is not always possible, we encourage your son/daughter (and the rest of the family) to choose active transportation, or strive to use less-polluting means, such as carpool or public transit whenever it is possible to do so. every step does count!

we look forward to providing your son/daughter with an enriching, educational and fun program, and hope that you and your family are able to join in by getting active for our air, and your child’s health.

if you have any questions or concerns, please do not hesitate to contact me at the information provided below.

sincerely,

Deirdre LaframboiseDeirdre laframboise Mesexecutive Directorclean air champions613.730-7353www.cleanairchampions.cainfo@cleanairchampions.ca

www.cleanairchampions.ca/CAC/Privacy.aspx




APPEndIx d – CAA ‘did You Know’ Statements

Below are a number of statements with interesting facts and figures that are relevant to the caa program. students can also access ‘Did You know’ statements online by going to ‘resources & links’ or ‘Backgrounders’ on the caa site. students may click ‘refresh’ to see a new ‘Did You know’ but they will not be able to go back to see a previous statement. (they may want to have a pen and paper handy to write down a few before selecting one). teachers may also choose to photocopy this appendix and circulate to students (please keep in mind that copying uses inks, energy and trees).

Ecological impacts of climate change

1. unless the pace of global warming is abated, polar bears could disappear within 100 years. new research shows that arctic ice--the polar bear’s primary habitat--is melting much faster than scientists had believed. (source: http://www.eurekalert.org/pub_releases/2003-01/uoa-pbh010703.php)

2. increasing temperatures of coastal waters are disrupting the spawning and migration of salmon, which in turn is impacting the feeding habits of bears and bald eagles. (source: http://www.citiesplus.ca/keyfacts.html)

3. warmer drier summers and milder winters are likely to result in increased insect infestations, reducing the productivity of the lumber industry in B.c. there has already been a four-fold increase in mountain pine beetle infestation.(source: http://www.citiesplus.ca/keyfacts.html)

4. in the Maldives (a small island nation in the indian ocean), 80% of the 1,200 islands are 1m or less above sea level. within 100 years, the Maldives could become uninhabitable, and its 360,000 citizens would be forced to evacuate due to higher sea levels caused by global warming. (source: http://news.bbc.co.uk/1/hi/world/south_asia/3930765.stm)

Health impacts of climate change and air pollution

1. a 2005 study by toronto public health found that air pollution was the cause of 822 deaths a year in toronto, 818 in Montreal, 368 in ottawa and 258 in windsor (based on data from 1954-2000). the study estimates that increased ozone levels from global warming will result in 20% more smog-related deaths by 2050 and 25% more by 2080. (source: toronto public health. 2005. Backgrounder: combined impact of extreme weather and air pollution on Mortality)

2. asthma is the most common chronic respiratory disease of children and the percentage of children with asthma is rising more rapidly in preschool-aged children than any other age group. asthma is now the number-one reason for hospital admissions among canadian children. childhood asthma has quad-rupled in the past two decades. (source: Bc lung association, cBc)

3. kids who play sports outdoors breathe up to 17 times their normal rate thus heightening their expo-sure to air contaminants. the most active children, those playing team sports outside, were three times more likely to develop asthma than their counterparts in areas with cleaner air. children are particularly vulnerable because their lungs are still developing. (source: government of canada, climate change - it Matters).

Greenhouse gases: the cause of climate change

1. the world is warming faster than at any time in the last 10,000 years. the 1990s were the hottest decade in the past millennium.

2. in the 10,000 years prior to industrialization, co2 levels varied by less than 10%. in the 200 years since the start of industrialization, co2 levels have increased by over 30%. Models predict that co2 levels will rise by 75-350% by the year 2100.

3. the present co2 concentration has not been exceeded during the past 420,000 years and likely not during the past 20 million years. the current rate of increase is unprecedented during at least the past 20,000 years.

4. canada contributes about 2% of total global ghg emissions. it is one of the highest per capita emit-ters, largely the result of its size, climate (i.e., energy demands), and resource-based economy. in 2003,

http://www.eurekalert.org/pub_releases/2003-01/uoa-pbh010703.php

http://www.citiesplus.ca/keyfacts.html

http://www.citiesplus.ca/keyfacts.html

http://news.bbc.co.uk/1/hi/world/south_asia/3930765.stm


canada emitted over 23 t of ghgs per capita, a 9% growth since 1990 (canada’s greenhouse gas inventory, 1990-2003, available at: www.ec.gc.ca/pdb/ghg/inventory_report/2003_report/sum_e.cfm)

5. in canada, about 79% of our ghg emissions are co2, 13% are methane and 7% are nitrous oxide. 74% of ghg emissions are from combustion of fossil fuels.

Transportation: a major source of climate change and air pollution

1. transportation is the single largest source of greenhouse gas (ghg) emissions in canada, accounting for 26 per cent of the total. if current trends continue, ghg emissions from transportation are expected to exceed 1990 levels by 32 per cent in 2010 and 53 per cent by 2020. (source: www.tc.gc.ca/programs/environment/climatechange/menu.htm)

2. passenger transportation is responsible for 18% of canada’s total greenhouse gas emissions (ghg). passenger transportation represents 45% of the ghg emissions produced by the average canadian family.

3. 90% of all trips in north american cities are taken by car, compared to less than 50% in higher density, pedestrian-friendly cities like paris, amsterdam and stockholm.

4. Most cars tend to be single occupant vehicles. the average occupancy for a car is between only 1.2 and 1.4 passengers.

5. By cutting ghg emissions, sulphur dioxide, carbon monoxide, particulate matter (microscopic particles of dust and gases) and other pollutants would also be reduced, improving air quality and saving lives. (source: Dr. Quentin chiotti of pollution probe and natty urquizo of rainmakers environmental group)

6. 20% of all rush hour traffic is related to school pick-up and drop-off. (source: http://www.shapeab.com/facts.asp)

7. across canada, tailpipe emissions account for over 40% of the smog-forming nitrogen oxides in our air, 38% of the carbon monoxide, 53% of the benzene, about 30% of the microscopic soot particles (particu-late matter) and up to 60% of the sulphur dioxide. in addition, they contribute 20-25% of all volatile organic compounds, most of which are highly toxic, and some of which are known carcinogens. these figures vary by region and even within urban centers, but it remains that motor vehicles are the largest single source of air pollution in canadian cities.

Physical activity and health

1. Moderate to vigorous physical activity positively affects academic performance and skill development. individuals have been shown to have improved concentration, enhanced memory and learning, enhanced creativity, better problem solving ability and improved mood for up to two hours following exercise. (source: http://www.shapeab.com/facts.asp)

2. walking or cycling to work or school leads to a reduction of health care costs because people are in better shape. the conference Board of canada estimates that a 10% increase in the proportion of canadians who are physically active could save $102 million annually from the treatment of ischemic heart disease.

3. a typical urban or suburban parking space costs $5,000 to $10,000 to build. increased school parking means less money for educational services and less land for green space and play areas. (source: http://www.shapeab.com/facts.asp)

4. according to canada’s report card on physical activity in children and Youth – 2006, less than half of canadian children and youth are physically active daily to a degree of energy expenditure that meets the guidelines for healthy growth and development. this finding is consistent across children and youth in rural, urban and aboriginal communities. (source: http://www.activehealthykids.ca/programs_2006reportcard.cfm)

5. canada received an overall grade of D in the 2006 report card on physical activity in children and Youth. active healthy kids recommends the following approach to improve physical fitness: “role modeling, family physical activity time, unstructured and incidental activity and active transportation provide immediate and future benefits to the physical and psychological health of the entire family. these simple ways of being active need to be better understood and to become valued and ingrained in behaviour. for parents, trying to schedule the time, and foot the bill, for their children’s physical activity programming can be stressful. they need support to simplify. the environment may also be a benefici-ary of such an effort”. (source: http://www.activehealthykids.ca/programs_2006reportcard.cfm)

www.ec.gc.ca/pdb/ghg/inventory_report/2003_report/sum_e.cfm

www.ec.gc.ca/pdb/ghg/inventory_report/2003_report/sum_e.cfm

www.tc.gc.ca/programs/environment/climatechange/menu.htm

www.tc.gc.ca/programs/environment/climatechange/menu.htm

http://www.shapeab.com/facts.asp



http://www.activehealthykids.ca/programs_2006reportcard.cfm

http://www.activehealthykids.ca/programs_2006reportcard.cfm


APPEndIx E - Backgrounders

all our backgrounders have been developed by our team of experts and cover a wide range of topics rel-evant to the caa program. they include descriptions and definitions of the science and issues, facts and figures, graphs, images and tables, and comprehen-sive and current links and resources. the following is an abbreviated summary of each backgrounder. the complete documents can be found on the caa web-site under the ‘Backgrounders’ button.

The Science of Climate Change http://www.cleanairachievers.ca/youth/back-grounders/scienceclimatechange/index.asp

an explanation of the science of climate change, what greenhouse gas means and how it impacts our environment, canada’s contribution to climate change, some great ‘Did you know’ statements, links and resources.

Air Pollution, Smog and Health Impactshttp://www.cleanairachievers.ca/youth/back-grounders/airpollution/index.asp

what is air pollution and smog and how do they impact human health? the answers to these ques-tions and several others are addressed in detail. this backgrounder covers the connection between air pol-lution, smog and climate change, provides a guide for readers on what to do and not to do on a smog days.

Climate Change and Health Impacts http://www.cleanairachievers.ca/youth/back-grounders/airpollution/connectionsmogpollution.asp

this backgrounder delves into the impact climate change has and will continue to have on human health including new diseases, severe weather events, and heat stress.

Impacts of Climate Change http://www.cleanairachievers.ca/youth/back-grounders/impacts/

this backgrounder provides an overview of the global impacts being felt, and predicted to be experienced, by climate change. it includes sobering facts on trends happening today including severe weather disruptions, warmer temperatures, change in sea lev-els, spread of disease, loss of arable land, and glacial melts.

Transportationhttp://www.cleanairachievers.ca/youth/back-grounders/transportation/

a thorough examination of the impact transporta-tion has on air quality and climate change, and a focus on alternative fuels and other positive actions that youth, and all canadians, can take to reduce this impact.

SuccessStorieshttp://www.cleanairachievers.ca/youth/back-grounders/success/

a selection of good news stories from across canada and from around the world including a few about what famous rock bands have done to help offset cli-mate change.

Taking Actionhttp://www.cleanairachievers.ca/youth/back-grounders/takingaction/

this backgrounder presents simple and easy solutions for canadians to adopt to reduce their individual impact on the environment. it is written in a youth friendly manner.

Calories Burned Per Activity and by Weighthttp://www.cleanairachievers.ca/youth/back-grounders/calorieburned

this backgrounder provides a table of values show-ing how many calories are burned per type of physi-cal activity, based on a range of weight categories. it is particularly useful for revealing the benefits of active transportation in phase ii of trip tracker, or in activities 11 - 14.

http://www.cleanairachievers.ca/youth/backgrounders/scienceclimatechange/index.asp

http://www.cleanairachievers.ca/youth/backgrounders/scienceclimatechange/index.asp

http://www.cleanairachievers.ca/youth/backgrounders/airpollution/index.asp

http://www.cleanairachievers.ca/youth/backgrounders/airpollution/index.asp

http://www.cleanairachievers.ca/youth/backgrounders/airpollution/connectionsmogpollution.asp

http://www.cleanairachievers.ca/youth/backgrounders/airpollution/connectionsmogpollution.asp

http://www.cleanairachievers.ca/youth/backgrounders/impacts/

http://www.cleanairachievers.ca/youth/backgrounders/impacts/

http://www.cleanairachievers.ca/youth/backgrounders/transportation/

http://www.cleanairachievers.ca/youth/backgrounders/transportation/

http://www.cleanairachievers.ca/youth/backgrounders/success/

http://www.cleanairachievers.ca/youth/backgrounders/success/

http://www.cleanairachievers.ca/youth/backgrounders/takingaction/

http://www.cleanairachievers.ca/youth/backgrounders/takingaction/

http://www.cleanairachievers.ca/youth/backgrounders/calorieburned

http://www.cleanairachievers.ca/youth/backgrounders/calorieburned


APPEndIx F – Glossary of Terms

most commonly used as refrigerants, solvents, and aerosol propellants. cfcs and their relatives, when released into the air, rise into the stratosphere and take part in chemical reactions that result in reduction or depletion of the stratospheric ozone layer.

Climate:the average weather conditions (usually taken over a 30 year period) for a particular region and time period. elements include precipitation, temperature, humidity, sunshine, wind velocity, fog, frost and hail storms.

Climatechange:greenhouse gases such as carbon dioxide, methane, nitrous oxide and chlorofluorocarbons help trap the earth’s radiant heat, keeping our lower atmosphere warm. the majority of scientists believe that the increased production of these gases contributes to climate change.

CriteriaAirContaminant(CAC):there are seven air pollutants that are considered criteria air contaminants (cac) that are emitted predominantly to the air. the seven contaminants are total particulate Matter, particulate Matter with a diameter less than 10 microns, particulate Matter with a diameter less than 2.5 microns, carbon Monoxide, nitrogen oxide, sulphur Dioxide, and Volatile organic compounds. a brief description of each cac is provided in this glossary.

Deforestation:when many trees are cleared from a large area.

Emission:release of pollutants into the air from a source.

EndangeredSpecies:endangered species are those listed by the committee on the status of endangered wildlife in canada (cosewic) as “facing imminent extinction or extirpation.”

Energy:the ability to do work. energy is never created or lost but only changed from one form to another.

Environment:the living things, soil, air, climate and other factors that surround us.

Fossilfuels:fossil fuels are the non-renewable remains of plant

Acidrain:a form of pollution produced when acid compounds formed in the atmosphere are incorporated into rain, snow, fog, or mist. the acid compounds come from sulphur oxides and nitrogen oxides, products of burn-ing coal and other fuels and from certain industrial processes. acid rain can affect the environment and human health and damages property.

Activetransportation:active modes of transportation, like walking, cycling, or in-line skating.

Airpollution:air pollution is the presence in the air of any sub-stance that can affect our health or the health of plants and animals or causes damages to property and to our environment. these substances are in large part emitted by human activities but can also have natural origins.

Alveoli:a tiny, thin-walled, capillary-rich sac in the lungs where the exchange of oxygen and carbon dioxide takes place.

Asthma:a chronic respiratory disease, often arising from aller-gies, that is characterized by sudden recurring attacks of laboured breathing, chest constriction, and coughing.

Atmosphere:a thin layer of gases surrounding the earth, com-posed of 78 percent nitrogen, 21 percent oxygen, 0.9 percent argon, 0.03 percent carbon dioxide, and trace amounts of other gases. there is no exact place where the atmosphere ends; it just gets thinner and thinner, until it merges with outer space.

CarbonDioxide:a colourless, odourless, incombustible gas produced by the incomplete burning of solid, liquid, and gase-ous fuels. appliances fueled with natural gas, lique-fied petroleum (lp gas), oil, kerosene, coal, or wood may produce co2. Burning charcoal produces co2 and car exhaust contains co2.

Carbonmonoxide:a colourless, odourless, tasteless and highly toxic gas.

Chlorofluorocarbons(CFCs):stable, low toxic, and inexpensive chemicals that were


and animal life that are used to provide energy by combustion: coal, oil, natural gas.

glacier:a large body of ice moving slowly down a slope or val-ley or spreading outward on a land surface.

globalwarming:an increase in the average temperature of the earth’s surface because of an increase in air emissions and greenhouse gases that trap heat in the earth’s atmos-phere.

greenhouseeffect:a natural phenomenon whereby clouds and green-house gases, such as water vapour and carbon diox-ide, trap some of the sun’s heat in the atmosphere. the greenhouse effect helps regulate the tempera-ture of the earth. human activities are adding green-house gases to the natural mix.

greenhousegases:human activities, such as fuel burning, are adding greenhouse gases to the atmosphere. Because these gases remain in the atmosphere for decades to centu-ries (depending on the gas), global temperatures will rise.

hurricane:a cyclone formed in the tropics by winds of 117 kilo-metres per hour or greater, usually accompanied by rain, thunder and lightning.

hydropower:power obtained from the natural movement of mass-es of water.

Melanoma:the most fatal form of skin cancer. Malignant melanomas may appear suddenly without warning as a dark mole or other dark spot on the skin and can spread quickly.

Methane:odourless flammable gas that consists of carbon and hydrogen and is produced by decay of organic matter.

Microorganism:an organism of microscopic or submicroscopic size, especially a bacterium or protozoan.

nitrogendioxide:a brownish to yellowish poisonous gas that is used especially in making nitric acid. it is an air pollutant formed from automobile exhausts.

nitrogenoxides(nox):a criteria air contaminant. nitrogen oxides are pro-duced from burning fuels, including gasoline and coal, and react with volatile organic compounds to form smog. nitrogen oxides are also major components of acid rain.

nitrousoxide:a long lived greenhouse gas with emissions created by industrial production, such as in the making of nylon.

nuclearpower:nuclear energy regarded as a source of electricity for the power grid.

ozone:an ozone molecule consists of three oxygen atoms. stratospheric ozone shields the earth against harmful rays from the sun, particularly ultraviolet B. ground-level ozone contributes to smog.

ozonedepletion:the ozone layer is damaged when substances such as chlorofluorocarbons accelerate the natural process of destroying and regenerating stratospheric ozone. as the ozone layer breaks down, it absorbs smaller amounts of uV radiation, allowing more of it to reach the earth.

ozonelayer:a layer of gas (three atoms of oxygen) in the upper atmosphere that acts as a natural filter blocking harmful uV rays from the sun.

Particulates/particulatematter:a criteria air contaminant. particulate matter includes dust, soot, and other tiny bits of solid materials that are released into, and move around in, the air.

Physicalactivity:all leisure and non-leisure body movement produced by the skeletal muscles and resulting in an increase in energy expenditure.

Respiratorydisease:a disease affecting the respiratory system (breathing).

Smog:a mixture of pollutants, principally ground-level ozone, produced by chemical reactions in the air involving smog-forming chemicals. a major portion of smog-formers come from the burning of petroleum-based fuels such as gasoline. Major smog occurrences are often linked to heavy motor vehicle traffic, sun-shine, high temperatures, calm winds or temperature


inversion (weather condition in which warm air is trapped close to the ground instead of rising).

Solarpower:a renewable energy source that arises from the con-version of solar radiation into heat or electricity.

Stratosphere:the stratosphere starts just above the troposphere and extends to 50 kilometres high. the tempera-ture in this region increases gradually to -3 degrees celsius, due to the absorption of ultraviolet radiation. the ozone layer, which absorbs and scatters the solar ultraviolet radiation, is in this layer. ninety-nine per-cent of air is located in the troposphere and strato-sphere.

Stratosphericozone:a bluish gas composed of three oxygen atoms. natural processes destroy and regenerate ozone in the atmosphere. when ozone-depleting substances such as chlorofluorocarbons accelerate the destruc-tion of ozone, there is less ozone to block uV radia-tion from the sun, allowing more uV radiation to reach the earth.

Sulphurdioxide(So2):a criteria air contaminant. sulphur dioxide is a gas produced by burning coal, most notably in power plants. sulphur dioxide plays an important role in the production of acid rain.

Sunscreen:a substance, usually a lotion, which you can apply to protect your skin from uV radiation.it works by reflecting uV radiation away from your skin as well as absorbing uV radiation before it can penetrate your skin.

Thermalpower:involves the combustion of primarily fossil fuels, but also biomass, to vapourize water as it passes through a boiler. the vapour passes through a turbine, where it expands to a lower pressure, causing the shaft to rotate. the turbine shaft is connected to an electrical generator.

Tornado:a violent destructive whirling wind accompanied by a funnel-shaped cloud that moves in a narrow path over the land.

Transportation:the roads and equipment necessary for the move-ment of passengers or goods.

Troposphere:the troposphere is the lowest region in the earth’s (or any planet’s) atmosphere, starting at ground (or water) level up and reaching to about 17 kilometres high. the weather and clouds occur in the tropo-sphere.

ultravioletB(uvB):a type of sunlight. ultraviolet B exposure has been associated with skin cancer, eye cataracts, and dam-age to the environment. the ozone in the strato-sphere, high above the earth, filters out ultraviolet B rays and keeps them from reaching the earth. thinning of the ozone layer in the stratosphere results in increased amounts of ultraviolet B reaching the earth.

urbanheatisland:heat islands develop in cities as naturally vegetated surfaces are replaced with asphalt, concrete, roofs and other manufactured materials. the artificial materials store much of the sun’s energy and remain hot long after sunset. this produces a dome of elevated tem-peratures over a city that is significantly higher than air temperatures over adjacent rural or suburban areas.

uvIndex:a tool that predicts the next day’s uV intensity on a scale from 0 to 10+, helping people to determine appropriate sun-protective behaviours.

uvradiation:a portion of the electromagnetic spectrum with wavelengths shorter than visible light. uV radiation produced by the sun is responsible for sunburn and other adverse health effects. scientists classify uV radiation into three types: uVa, uVB, and uVc.

volatileorganicCompounds(alsoreferredtoashydrocarbons):chemicals that produce vapours readily at room tem-perature and normal atmospheric pressure, so that vapours escape easily from volatile liquid chemicals. organic chemicals all contain the element carbon and are the basic chemicals found both in living things and in products derived from living things, such as coal, petroleum and refined petroleum products. Many volatile organic chemicals are also hazardous air pollutants.

windpower:a renewable energy source that is also one of the fastest growing sources of electricity around the world.


APPEndIx G – Resources and Links

Below is a list of selected sample links taken from the caa website.

the full list of links can be accessed at www.cleanairachievers.ca, under the ‘resources & links’ button on the left side of the page. recommended as supplements to the program, these links were selected to pro-vide teachers with more resources in background information, classroom activities, student assignments and research, and general interest related to the caa program topics. the website lists the links under the following subject headings:

cliMate change and air pollution• enVironMent and health• actiVe transportation• teacher resources•

also check out the caa website button called ‘activities & games’, which includes a number of additional links for students.

EnVIROnMEnT and HEALTH

healthCanada–healthandAirQuality:air quality issues and what is being done to protect the health of canadians.http://www.hc-sc.gc.ca/ewh-semt/air/index_e.html

worldhealthorganization:general information from the who that includes links to other parts of the website dealing with cli-mate change and health.http://www.who.int/globalchange/climate/en/index.html

CanadianLungAssociation:inside the human Body: the respiratory system, students’ resource.http://www.lung.ca/children/grades4_6/respiratory/

Smogandyourhealth:city of toronto website with information on smog and health, including fact sheets and brochureshttp://www.toronto.ca/health/smog/healthsmog.htm

EnvironmentCanada:environment canada’s internet resource for environ-mental information.http://www.ec.gc.ca

CLIMATE CHAnGE and AIR POLLUTIOn

governmentofCanada:ClimateChangeImpactsandAdaptationProgramhttp://adaptation.nrcan.gc.ca/index_e.php

PembinaInstitute:the pembina institute is an independent, not-for-profit canadian environmental policy research centre.http://www.greenlearning.ca/climate-change/sci-ence/index.php

IntergovernmentalPanelonClimateChange:link to climate change 2007. fourth assessment report. http://www.ipcc.ch/

nationalgeographic:features from the september 2004 edition on global warming. http://magma.nationalgeographic.com/ngm/0409/index.html

LeonardoDiCaprio’sEco-site:leonardo Dicaprio has established a foundation to encourage environmental activism. the site includes an excellent short film called “global warning”.www.leonardodicaprio.org

nationalAcademyofSciences:this web-based museum offers an interactive exhibit called “global warming facts and our future”. http://www.koshlandscience.org/exhibitgcc/index.jsp


http://www.hc-sc.gc.ca/ewh-semt/air/index_e.html

http://www.who.int/globalchange/climate/en/index.html

http://www.who.int/globalchange/climate/en/index.html

http://www.lung.ca/children/grades4_6/respiratory/

http://www.toronto.ca/health/smog/healthsmog.htm

http://www.toronto.ca/health/smog/healthsmog.htm

http://www.ec.gc.ca

http://adaptation.nrcan.gc.ca/index_e.php

http://www.greenlearning.ca/climate-change/science/index.php

http://www.greenlearning.ca/climate-change/science/index.php

http://www.ipcc.ch/

http://magma.nationalgeographic.com/ngm/0409/index.html

http://magma.nationalgeographic.com/ngm/0409/index.html

www.leonardodicaprio.org

http://www.koshlandscience.org/exhibitgcc/index.jsp


ACTIVE TRAnSPORTATIOn

waytogo!:way to go! is a British columbia based organization that provides school communities with the tools required to develop traffic safety awareness and to increase the opportunities for students to walk, cycle, rideshare or take transit to school.http://www.waytogo.icbc.bc.ca/framesets/concerns/index_con.html

ActiveandSafeRoutestoSchool:active & safe routes to school promotes the use of active and efficient transportation for the daily trip to school, addressing health and traffic safety issues while taking action on air pollution and climate change.http://www.saferoutestoschool.ca/

InternationalwalktoSchool:in 2005, more than 3 million children, parents, and community leaders from 37 countries around the world joined together in celebration of international walk to school. find out more about the iwalk program.http://www.iwalktoschool.org/

TorontoCoalitionforActiveTransportation:the toronto coalition for active transportation (tcat) was formed in 2006 to give a unified voice to the many groups working for a better cycling and pedes-trian environment in toronto.http://www.torontocat.ca/tcat%20home.html

TEACHER RESOURCES

Sciencenorth:TheClimateChangeShow:Download this video outlining the serious challenge of climate change in a fun and humourous way with unique graphics.http://sciencenorth.ca/enterprises/work/multimedia/climatechange/index.html

Eatwell,Playwell:resources to support teachers, health intermediaries and parents in their efforts to provide an environ-ment that fosters healthy eating and active living in school age children and youth.http://www.dieticians.ca/child/

Canada’sPhysicalActivityguidesforChildrenandyouth:this webpage provides information and links to the activity guides and other resources to help get kids physically active.http://www.phac-aspc.gc.ca/pau-uap/paguide/child_youth/index.html

worldhealthorganization:health aspects of air pollution: results from the who project “systematic review of the health aspects of air pollution in europe”. http://www.euro.who.int/document/e83080.pdf

TorontoPublichealth:a 2005 publication: combined impact of extreme weather and air pollution on Mortality http://www.toronto.ca/health/hphe/pdf/back-grounder_smogheat.pdf

SierraClubofCanada:curriculum based educational workshops and resources created by the scc ottawa local group, and links to other educational resources.http://ontario.sierraclub.ca/ottawa/education.php

EnvironmentCanadaKids:the page includes links to websites and resources written for kids, from games and activities to home-work help. http://www.on.ec.gc.ca/kids_e.html

Enviro-gamessmog city: www.smogcity.com

PlanetPolluto:www.planetpolluto.com

LeonardoDiCaprio’sEco-SiteKids’Page:http://www.leonardodicaprio.org/kids/

http://www.waytogo.icbc.bc.ca/framesets/concerns/index_con.html

http://www.waytogo.icbc.bc.ca/framesets/concerns/index_con.html

http://www.saferoutestoschool.ca/

http://www.iwalktoschool.org/

http://www.torontocat.ca/TCAT%20Home.html

http://sciencenorth.ca/enterprises/work/multimedia/climatechange/index.html

http://sciencenorth.ca/enterprises/work/multimedia/climatechange/index.html

http://www.dieticians.ca/child/

http://www.phac-aspc.gc.ca/pau-uap/paguide/child_youth/index.html

http://www.phac-aspc.gc.ca/pau-uap/paguide/child_youth/index.html

http://www.euro.who.int/document/E83080.pdf

http://www.toronto.ca/health/hphe/pdf/backgrounder_smogheat.pdf

http://www.toronto.ca/health/hphe/pdf/backgrounder_smogheat.pdf

http://ontario.sierraclub.ca/ottawa/education.php

http://www.on.ec.gc.ca/kids_e.html

www.smogcity.com

www.planetpolluto.com

http://www.leonardodicaprio.org/kids/


APPEndIx H - Community Partners

onTARIo,novASCoTIAAnDSASKATChEwAn:

CleanAirChampions45 fentiman avenueottawa onk1s 0t5caa contact: andrea Boassaly phone: (613) 843-9053 email: [email protected]://www.cleanairchampions.ca

ALBERTA:

CleanCalgaryAssociation809 4 avenue swcalgary aBt2p 0k5caa contact: karen Morrisonphone: (403) 230-1443 ext. 223email: [email protected]

BRITIShCoLuMBIA:

PassionforAction(vancouverregion)12685 55th avenuesurrey BcV3X 1w5caa contact: sherese Johnsonphone: (604) 572-4292email: [email protected]://www.passion4action.com/p4a/

wildsight(Kimberleyregion)2-495 wallinger avenuekimberley BcV1a 1Z6caa contact: ingrid liepaphone: (205) 427-9325email: [email protected]


http://www.cleanairchampions.ca/


www.cleancalgary.org


http://www.passion4action.com/p4a


www.wildsight.ca

“I think the Clean Air Achievers program was a great pro-gram. It allowed me and my family to get together and try our best to reduce air pollution, such as not using the car everywhere we go. What made this program even better was that we got to meet an Olympic Athletic. He talked to us about air pollution and how we could reduce it, which I thought was an amazing way to encourage us to reduce air pollution.” ~ CAA Student Participant, 2006-07

“All aspects of health are important to me. When health suffers, quality of life suffers; and poor air quality in particu-lar places restrictions on what people can and cannot do. I think any individual that makes an effort to improve air quality will see positive effects in their per-sonal life; and when enough individuals get on board with the cause, everyone will reap the rewards of cleaner air.” ~ Clean Air Champion Jilliane Goulet, Women's National Volleyball Team

“I liked Clean Air Achievers because it helped me to realize how much just one person can make a difference.” ~ CAA Student Participant, 2006-07

“Our participation in the Clean Air Achievers program this year has been extremely fulfilling. Students enjoyed the challenge of reducing their greenhouse emissions and enter-ing their information on the easy to manage website. The staff provided us with the teacher training we needed to start this program and answered all our questions as we went along.” ~ CAA Teacher Participant, 2006-07

Athletes Inspiring Action for the EnvironmentDes athlètes qui suscitent l’action pour l’environnement

Champions’ Manual

A program of

2007-2008

c a c t h a n k s t h e f o l l o w i n g s p o n s o r s f o r t h e i r g e n e r o u s s u p p o r t :

proudly sponsored by

Acknowledgements

Clean Air Champions (CAC) thanks all those who support this program in particular HSBC Bank Canada for believing in our message and recognizing its value for youth all across Canada. We thank Honda Canada for its Silver level sponsorship, as well as the Ontario Government and the Ontario Trillium Foundation - all whose support is needed and valued. We also thank our Champions who are at the heart of Clean Air Champions, and who continually give above and beyond to deliver our programs, inspire their audiences, and fulfill the CAC mission.

We also wish to show our appreciation to all those who contributed to the HSBC Clean Air Achievers program including Shari Orders, Andrea Boassaly, Deirdre Laframboise, and members of the CAC Board of Directors. And finally, we thank our community partners who help deliver our programs in cities and towns across Canada.This Manual was made possible through the generous support of Allegra Print and Imaging (1069 Bank Street, Ottawa, T: 613.730.3000).

This manual is printed on 100% recycled content sourced from wind power.

© clean air champions, 2007

clean air achievers – champions’ Manual 2007-2008 �

Table of Contents�. Program Description 2

program goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Multi-Media learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 the role of the champions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2. Presentation #� – The Launch 4

3. Presentation #2 – Celebratory Visit 9

Quiz Questions for presentation #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

4. Program Administration �4

program Management agents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 champions’ profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

fees, expenses and invoicing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

5. Appendices �7

a . champions’ roles and responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 B . champions’ letter of agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 c . remuneration form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 D . public speaking tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 e . web results tracking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 f . Backgrounder: transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Backgrounder: air pollution, smog and health impacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

electronic copies: g . powerpoint presentation #1 h . remuneration form

clean air achievers – champions’ Manual 2007-20082

�.Program DescriptionHSBC Clean Air AchievershsBc clean air achievers (caa) is a program of clean air champions (cac) a national charitable organization whose mission is to work with respected athletes to improve air quality by motivating and educating canadians to adopt practices and lifestyles that enhance both environmental and personal health . for more information about cac please visit www .cleanairchampions .ca .

caa is a unique curriculum based youth program (grades 6 -9) that employs a range of learning methods applied both in and outside of the classroom .

The CAA program goals are to:

1 . Educate youth in grades 6 - 9 about the links between air quality, climate change, transportation and health issues;

2 . Inspire youth to adopt more active lifestyles that will lead to measurable increases in their physical activity levels (via active transportation), and reduction in their greenhouse gas emissions; and

3 . Employ clean air champions, canada’s top national team athletes, as the program’s ambassadors and educators .

the caa program will be implemented in the six provinces including nova scotia, Quebec, ontario, saskatchewan, alberta and British columbia, and in over 12 regions in these provinces . the french version of the program will launch early in 2008 .

Multi-Media Presentations

caa offers a multi-media learning opportunity that includes a teachers’ Manual with student activities and a comprehensive website with a sophisticated calculator called trip tracker . teacher led activities support the Trip Tracker component whereby students log in their travel trips and can view their progress as shown by total kilometres traveled, and total carbon dioxide emissions prevented, both via more sustainable modes of travel (i .e .

� . P r o g r A M D E S C r I P T I o n

clean air achievers – champions’ Manual 2007-2008 3

� . P r o g r A M D E S C r I P T I o n

active transportation) . Clean Air Champions’ athletes provide two presentations - one to launch the program and introduce the students to the caa website, and the second to celebrate the students’ efforts as achievers .

the caa site also offers a comprehensive tool kit of quizzes, fact statements, related games, links to a wide range of resources, and a library of backgrounders on the issues . for more details of the site please see: www .cleanairachievers .ca

The role of the Champions

the champions play an important role in the caa program as both educators and motivators . the main objectives of the presentation #1 include:

1 . introduce youself and cac2 . provide overview of the issues3 . familiarize the students with the caa website and how to use trip tracker4 . inspire them to do their best

the main objectives of presentation #2 include:1 . review the caa experience with the students2 . award the certificates of achievement and other prizes3 . summarize the program’s main messages and involve students in a wrap-up discussion (if class size

appropriate)4 . inspire the students to be achievers for life .

Communication with Students

our champions are the caa class coaches and we encourage you to have an open relationship with the students you are connected with . Your relationship with the students strengthens their commitment and fosters a sense of pride in their effort to be achievers . the main means for the students to contact you is by the e-mail address you provide to them in presentation #1 (powerpoint slide show, penultimate slide) . the students may also e-mail you using your profile from the cac website, which is monitored by cac staff . communication could also take on other forms at the discretion of the champion, such as postcards from competitions or a note on the athlete’s website .

Didyouknow?'The annual carbon dioxide emissions released by a typical 500-megawatt coal-fired power plant is 3 million tons.'

TIME InC. Specials 'global Warming - The Causes - The Perils - The Solutions - The Actions: What You Can Do (october, 2007)


Presentation #� The Launch

objectives for Presentation #�

the main objectives of presentation #1 are to review the main caa themes (environmental and health issues) and show and explain how to use the caa website (trip tracker) .

1 . to define the issues: air pollution, climate change, transportation and related health impacts . outline causes . conclude with solutions . tell your (the champion’s) story throughout . the PowerPoint presentation provided (electronic copy) is required for all champions to include in this presentation .

40% of presentation time

2 . to deliver a CAA program orientation lesson to the students that includes reference to the teachers’ Manual and a walk-through of the caa website .

50% of presentation time

3 . to hold a Question & Answer session�0% of presentation time

(Total Time: � Hour including Q & A)

2.2 . P r E S E n TAT I o n # � T H E L A u n C H


A. Preparing for the Program Launch

Your goal is to deliver a concise orientation session for the students so we ask that you are familiar and comfortable with the program features and materials . these include:

i . Teachers’ Manual and its activities (note: ontario based champions also have the stepping ahead coaches’ Manual and student log Books to be familiar with)

ii . CAA website, in particular: a . student registrationb . trip tracker (ghg trips and trip tracker trips)c . student and class recordsd . outcomes and recognition

iii . PowerPoint Slide Show champions must follow the prepared caa powerpoint slide show for presentation #1 . note that this presentation refers to the Science north DVD that also is to be shown in this first presentation .

the Trip Tracker part of the caa website is the cornerstone of the program . the best way to familiarize yourself with it is to visit the site and enter trips in trip tracker . to do so, you need a username and password, which we have provided under roles and responsibilities (pg . 18) . You may also explore the teacher Zone and enter the password protected area so you can see what teachers have access to in terms of class results and resources .

It is very important that you are comfortable using the CAA website, especially the Trip Tracker. By the end of your hour presentation the students need to clearly understand how and where to enter in ghg and trip tracker trips, as well as know where to go to see their results .

TrIP EnTrY

�. gHg (greenhouse gas) Trips

the best way to understand what is involved in trip entry is to go online at: www .cleanairachievers .ca and follow the steps below .

From registration to gHg Trip Entry:

when a student registers on the caa site, they are automatically taken to the ghg trip page . ghg trips represent the ‘old’ and ghg emitting modes of travel the students used prior to starting the caa program .

note: even if a student currently travels to a destination now by at, they must select a ghg mode of travel they would be Most likelY to take (should they not be able to go by at) . this is so that the student can be recognized for their at travel when they enter the same destination in trip tracker .

every trip destination (i .e . home to school) Must first be entered as a ghg trip .

2. From gHg to Trip Tracker Trips

once a student has entered in some ghg trips, they are ready to record their trip tracker ‘new’ trips . to do so, they can click on the trip tracker button on left margin, or at the bottom of the ghg trip page .

remember, if a student wants to enter in a new trip destination (i .e . library to gym) they must first enter it as a ghg trip . How Trip Tracker Works:

the caa site has a built in calculator that compares ‘old’ trip travel to the ‘new’ trip tracker modes of travel . the results are converted into percentage improvement (making the score a relative, and individual, value) and

2 . P r E S E n TAT I o n # � T H E L A u n C H


totals for all modes of travel are cumulatively scored . to see how the data is presented, go to ‘progress report’ on the caa site .

Remember - this program is all about encouraging more active, less polluting modes of travel . ideally, the students are replacing ghg producing trips with active transportation (at) trips, and in turn improving their fitness and reducing ghg emissions . as a result, their caa score will be higher the more at trips they take that replace ghg producing trips .

Make sure you have entered in your own ghg and trip tracker trips online and have used this feature so you are comfortable speaking to how it works .

ACCurACY - it is important that students enter in trip distances that are real and accurate . the ghg trip page provides a hot link to an online mapping site so students can measure their trip distances . please reinforce how important it is for students to use the correct addresses and real distances . students should have this information at hand before they start logging in their trips and distances .

Teachers’ Manual:

Your familiarity with the teachers’ Manual is important because the students may have completed several of the activities prior to your visit (we try to obtain this information from teachers prior to your visit) . this information will help you customize your presentation and perhaps free up time that could be better spent on other areas of your presentation . a copy of the teachers’ Manual is provided electronically and can also be found on the teachers Zone under ‘program Materials’ .

B. Speech outline & PowerPoint

the key to making this presentation meaningful to the students is the integration of your personal experiences/lessons learned through sport and life with the program’s key messages . remember, we are here to help .

Key strategy for a top presentation:a . Be interactive – work through the subject matter by asking questions; have the kids provide answers;

enhance the answers with interesting facts or storiesb . Link the talk back to the CAA activities they have done or will be doing c . Integrate personal experiences frequently .

we ask that you follow the powerpoint slide show as it is presented (please, do not change the order of the slides) and personalize it as requested . the following describes the order and subjects covered in the powerpoint presentation .

Introduction Time: 10 minutes 1 . introduction of yourself, your sport2 . why you are a clean air champion3 . why caa is important to you

Key Themes & Issues Time: 15 minutes4 . the key issues covered include:

a . impacts of transportation on air quality, smog and climate change

b . how air pollution impacts personal health and fitness

c . how air pollution happening every day in students’ community can contribute to climate change



CAA Website Tour Time: 30 minutes5 . using the power point slide show as your guide, deliver the site orientation making sure students

understand the difference between ghg and trip tracker trips .6 . solutions and action steps – being an achiever

Discuss how the students can be part of the solution to the problem of air pollution and climate change . focus on the program and its dual goals of reducing gHgs and increasing active transportation . in terms of solutions, you can reference all the options for youth: bike clubs, walking clubs, carpooling, multi-modal etc . focus on involving their parents and make sure you address safety . Get them excited about being part of the solution!

7 . every step – in the home and on the road – counts! inspire them to commit to their ‘personal Best” in active participation, remind them you are available as their coach and want to hear about their progress (remind them they can email you through the caa site under champions) .

8 . if time allows, and you have access to the internet, a live demonstration of trip tracker is ideal . however, this is not often possible due to technical or time restraints . cac staff make every effort to obtain this information prior to your visit, but often circumstances change without notice .

The Wrap-up Time: 5 minutes9 . answer questions . pose questions . inspire action!

Additional resources

there is a wealth of data and other information available to you on the caa website under ‘Backgrounders’ . selecting ‘Did You knows’ sourced from our Backgrounders or website is one way to add value and interest to your talk . all supporting information on these topics are found in ‘Backgrounders’ and ‘resources and Links’ pages at www .cleanairachievers .ca and ‘The Issues’ at www .cleanairchampions .ca .

as a champion you want to focus on personal anecdotes, stories, and experiences from your sport career that reinforce the key messages of the program . You may be surprised how a simple experience from a competition in another country makes for an excellent bridge between the program’s topics and real life lessons . cac staff can help you develop your stories and work with you to incorporate them into your presentation . as examples, when addressing the topic of smog you may have a story of competing in a polluted city, or perhaps you have traveled in a country that has incredible public transit, bike share programs, carpools etc .

remember, you are not expected to be the expert on the science but you do need to be familiar enough to define the key issues and speak to the students in a general way (all definitions are provided to you in our materials) . if you are ever faced with a technical question you do not know the answer to, simply provide the following response:

“I am not an expert on the subject but I would be happy to get the correct answer for you from our team of experts at Clean Air Champions. I will be sure to send it to your teacher via e-mail after the presentation.’



IMPorTAnT: rEFEr SEVErAL TIMES to ‘SAFETY FIRST’ – Adults should always be aware when a student is traveling and how they are getting to their destination – ALWAYS PuT SAFETY FIRST!

encourage the students to use the trip tracker at home, at the library and anywhere else that they have access to the internet for their phase ii (trip tracker) part of the program . if you would like to add more slides or alter these presentations in some way we ask that you send the revised presentation to us for approval . it is very important that our key messages are preserved and that there is a logical flow to the topics . we encourage you to add in a few personal photos to add some interest, in particular sport action shots in your introduction and an inspirational shot to close your presentation . we simply ask that you pass this by Deirdre, executive Director for final approval at deirdre@cleanairchampions .ca or info@cleanairchampions .ca . thank you!

Whatdoesitmeantoyouth?Hi Sharon: I just wanted to say thank you once again! We certainly enjoyed your presentation and you have given us so many ideas and inspiration to continue on with what we are already doing. I think you are a fantastic person -- and I could see the passion, enthusiasm, and love of life you have as soon as I was introduced to you. Thank you for coming and sharing your knowledge and experiences with all of us.

Kelsi from Port Hope High School and her letter to Champion Sharon Donnelly (2006)

Didyouknow?Did you know that colder seas absorb more CO2 than warmer ones? So, as seas warm they will tend to absorb less, leaving more CO2 in the atmosphere.’

The Economist ‘The Heat is on’ Sept 9 - �5, 2006. pg 4



Presentation #2 - Celebratory Visit

objectives for Presentation #2

1 . to celebrate the achievements of the students .

2 . to reinforce the key messages of the program and encourage students to be clean air achievers for life .

3 . to award them with their clean air achievers’ certificates .

Preparing for the Celebratory Visit

1 . review the results for your caa class, as prepared by cac . we will help to highlight the key achievers and work with you to be sure that the results are presented in a fair but rewarding way for your students . there may be instances where the teacher feels it appropriate to single out star achievers; however, for the most part we want to recognize overall participation rates for the class .

as an example, this is what you may say to your group of student achievers: ‘way to go, class! over 60% of you used active transportation on a regular basis instead of traveling by car – because of this your combined efforts as achievers was responsible for reducing carbon dioxide emissions by 400 kg .’

2 . sign the caa certificates the teacher will have prepared for you, so they are ready to be handed out . teachers are responsible for printing off the certificates and filling in the names of the students on the appropriate certificate (Bronze, silver, gold and world champion) . there is a space in the lower left corner for the champion's signature .

3.3 . P r E S E n TAT I o n # 2 C E L E B r AT o r Y V I S I T

clean air achievers – champions’ Manual 2007-2008�0

outline of Celebratory Visit

the celebratory visit is divided into five parts . parts 1, 4 and 5 are coMpulsorY .

in addition, choose either part 2 or part 3, depending on the size of the the group . for groups of 20 or more students, we suggest you implement part 2 (small group work) . for smaller groups, either activity will work - it’s your choice!

note: when celebratory visits are for numerous classes in an auditorium, part 1, 2, and 3 will need to be tailored . caa staff will assist in this process .

Part �: group discussion of experiences (20 min)

sit down with the students and discuss their experiences with them .

idea: set up a flip chart page with 2 columns: “what we liked Best” and “suggestions” . ask one or two students to volunteer to write down the main points on the chart as you go through the discussion . some suggested questions:

• how did the program go in general? was it what you expected?• how about the in-class activities? the website? were these challenging? too hard or too easy?• how well did it go with trip tracker trip and entering your trips?• was it easy to change your travel habits? • what did you like about the new ideas for ways to travel? not like? why?• Does it make sense to consider environmental issues when you make decisions about your travel? why?• Did your parents or family members get involved in being achievers?• if you were able to change your travel habits, do you think you’ll maintain them in future?

why or why not?• what types of more sustainable travel will you try to use most - walking, biking, etc .?

Part 2: Summarizing key lessons learned (5 - �5 min)

Divide the class into groups of three . Make sure each group has a piece of paper and a pen/pencil . have each group formulate:

• a very interesting fact that they learned from the program .• the most important lesson they learned .

let each group write their fact and lesson on the sheet of paper .have each group present their fact and lesson to the rest of the class . You may also ask them to write it on the black or white board if one is available .

Part 3: The quiz (�5 min)

to wrap up the presentation, engage the students in a quiz on the issues as a way to test their knowledge, now that the program is complete . the 10 quiz questions are found on page 12 .

You can do the quiz in one of several ways:

1 . aim for a high class score: tell the students that the quiz is about achieving the highest class score . tell them that you will ask them

10 difficult questions . each student that answers a question right, will earn one point for the overall class score . Make a bet with the students how high their overall score will be .

3 . P r E S E n TAT I o n # 2 C E L E B r AT o r Y V I S I T

clean air achievers – champions’ Manual 2007-2008 ��


pose the questions one by one . Make all the students stand up for each question . Make the kids that answer the question incorrectly sit down and count the ones that answer the question right . write the number of good answers on the blackboard . at the end, calculate the class score .

Recommended for regular class size.

2 . who knows the most? each corner of the classroom represents an answer (a, b, c or d) . read the questions one by one and ask the

students to move to the corner they think represents the right answer (no running!) . only students that pick the right answer continue to the next question . the game ends when you run out of questions or when only one student is in the game . the more winners, the better the class score!

Recommended for smaller classes up to 20 students.

3 . a team challenge: Divide the group in teams of three . pose the questions one by one, without giving the right answers . ask

each team to arrive at a team decision on one answer, and to write their answer down for each question . for select questions, you could ask teams to show their guesses/ answers to the rest of the group, and you could ask specific teams to explain why they picked their answers . once all questions have been asked and discussed, you give them the right answers . each team registers how many points they earn (one for each correct answer) . at the end, count all the points to establish the class score .

Recommended for larger groups.

Part 4: Awarding the certificates (�5 min)

for your presentation #2 you will be provided the summary of the class results in preparation for the distribution of the awards (see appendix e) . Make sure you sign the certificates before handing them over . start with congratulating all the students on their active participation and their results . all have done a great job! then call them forward (one by one) and present them with their certificates . announce the award level they achieved and compliment them all with their great work . ask a couple of the students what their secret was for achieving their results .

cac or our community partner will let you know if there will be any achievers receiving a special prize for their outstanding performance .

Part 5: Wrap-up (5 min)

end your visit by explaining how the contribution of each one of the class members to solving air pollution and climate change counts . examples of what you can say:

none of us can change the world by ourselves, but together we can accomplish things much greater than we can imagine .

Just imagine the possible results if you keep up your active transportation habits for the rest of the year, next year and the rest of your life!

and what if you succeed in influencing your parents, siblings and friends to join?

Just imagine all the classes that participate in caa doing the same! together we’ll be on our way to a future with cleaner air, healthier canadians and less climate change!

remember – WE CAn ALL BE ACHIEVErS For LIFE

Have fun and smile!


Quiz Questions for Presentation #2- Celebratory Visit

for each question, choose the best answer from the list: a, b, c or d . the correct answer is in bold font .

�. How is your health related to cars?

a . a car is the safest way to travel from one place to the other, so cars lower the risk of having an accident and getting injured .

b . today’s cars produce so much less air pollution than cars in the 70’s, so there is no real relationship between cars and health .

c. Cars pollute the air we breathe and limit our daily amount of exercise, so they have many negative impacts on our health.

d . cars allow us to go to sports practice for exercise and to go to the doctor when we are sick . so they are good for our health!

2. How much air does the average person breath in his or her lifetime?

a . 1 million litresb . 27 .5 million litresc . 150 million litresd. 400 million litres

3. Which of the following statements about asthma is noT true?

a . asthma is the most common chronic respiratory disease of children .b. Children are most likely to develop asthma because their lungs are still clean and undamaged.c . asthma is now the number-one reason for hospital admissions among canadian children .d . the percentage of children with asthma has risen sharply over the last decades .

Justification: children’s lungs are likely to be still clean and undamaged, but that is not the reason why they are most likely to develop asthma . reasons are: their lungs are still not fully developed, they are more active, play more outside, breathe more through their mouths and the air lower to the ground is more polluted .

4. Which of the following is noT an air pollutant?

a . sMogb . nitrous did-oxidec. Co2d . sulphur dioxide

Justification for answer: co2 is a greenhouse gas that exists in large quantities in the atmosphere . it is not harmful in any way for humans, animals or plants; that’s why it is not an air pollutant . however, it is part of the earth’s heat trapping blanket . Because we emit so much co2 by burning oil, gas and coal, we thicken the earth’s blanket, which causes the earth’s temperature to rise and our global climate to change .

5. Which mode of transportation emits most greenhouse gases per person per kilometre?

a . a busb . a trainc. an SuVd . a scooter with two people on it


clean air achievers – champions’ Manual 2007-2008 �3


6. The emission of greenhouse gases is bad because:

a. Higher concentrations of greenhouse gases in the atmosphere cause the earth’s temperature to rise.b . greenhouse gases are bad for the lungs of certain animals, so these animals go extinct .c . greenhouse gases cause climate change in industrialized countries like canada .d . greenhouse gases are bad for people and cause lung cancer .

Justification for answer: higher concentrations of greenhouse gases in the atmosphere cause the earth’s temperature to rise, which in turn causes global climate change .

7. The largest source of greenhouse gas emissions in Canada is:

a. Trucks and cars, used for passenger and freight transportation.b . the burning of woodstoves in homes .c . alberta’s oil industry .d . the generation of electricity in coal-fired power plants .

8. The average occupancy for a car is only between �.2 and �.4 passengers. This is bad because:

a. The more people drive in one car, the cheaper it is per person.b. The higher the average occupancy for a car, the fewer cars there will be on the road for the same

number of people, which would cause much less traffic.c. A higher average occupancy would bring the amount of emissions per person down considerably.d. The more you drive together, the more fun you can have.

All answers are true! Just to tease the kids and to show that there are many good reasons for carpooling!

9. Which of the statements about physical activity is noT true?

a . Moderate to vigorous physical activity positively affects academic performance and skill development .b . walking or cycling to work or school leads to a reduction of health care costs because people are in

better shape .c. Children are just as physically active as they were 30 years ago.d . active transportation is a good way to burn more calories and to prevent putting on unnecessary

weight .

Justification of answer: children are 40% less active than they were 30 years ago .

�0. Which statement about active transportation is TruE?

a. In cities, the bike is the fastest way to travel distances less than 5 kilometres.b . active transportation is dangerous: more people die from being hit by cars while walking or biking than

from the effects of air pollution .c . active transportation works well for short distances, but you can’t go very far .d . if you exercise often, you don’t have to make use of active transportation, because you will be fit

enough to withstand the impacts of air pollution .


Program Administration�. Program Management Agents:

the caa program is the property of clean air champions, and its staff is responsible for all aspects of its overall management and implementation . cac is also the management agent for the program implementation in the provinces of ontario, nova scotia, saskatchewan and Quebec . in British columbia and alberta, we work with community partners (cps) that are responsible for promoting and implementing the program in the schools, and managing your appearances .

4.onTArIo, noVA SCoTIA, SASKATCHEWAn AnD QuEBEC:

Clean Air Champions45 fentiman ave ., ottawa on, k1s 0t5contact: andrea Boassaly phone: (613) 843-9053 email: andrea@cleanairchampions .ca

ALBErTA:

clean calgary association809 4th ave . sw, calgary aB, t2p 0k5 contact: lindsay luhnauphone: (403) 230-1443email: lindsay@cleancalgary .org

BrITISH CoLuMBIA:

Passion for Action (Vancouver region)12685 55th ave ., surrey Bc, V3X 1w5contact: sherese Johnsonphone: (604) 572-4292email: s .johnson@passion4action .com

Wildsight (kimberley region)2-495 wallinger ave ., kimberley Bc, V1a 1Z6contact: ingrid liepaphone: (205) 427-9325email: ingrid@wildsight .ca

4 . P r o g r A M A D M I n I S T r AT I o n


4 . P r o g r A M A D M I n S T r AT I o n

roles and responsibilities of Agents

cps are responsible for:

• Booking the schools and working with the teachers • hosting an orientation session with the teachers• working with you to schedule your two visits• ensuring you have all equipment required such as laptop, projector etc .• Managing all logistics and communicating these to you (i .e . directions, etc) .• ensuring you are prepared (cac does the orientation with each champion but

the cps are there for additional support if needed)• providing feedback after your presentations• reminding you to complete post event surveys• liaising with cac

cac’s role as general Manager includes:

• overall program administration• preparation and training of champions (cps may be involved in training workshop delivery)• Billing and payment for champions• program materials and distribution• website management including champions’ profiles• evaluation

2. Champions’ Profiles

as a member of clean air champions you should have already completed our on-line application form at www .cleanairchampions .ca under ‘champions’ . if you have not, please do as soon as possible, so we have accurate information and up-to-date results!

Your profiles are eXtreMelY important to the program for many reasons . the profiles are the main source of information about you accessed by the teachers and students . additionally, the students have in-class activities in the teachers’ Manual that direct them to your profiles as part of their lessons and homework .

so, we ask again that you take a few minutes to make sure your profiles are up to date, truly reflect your personal reasons for being a champion, and have good quality action photos (students love those) .

please also take the time to answer the question ‘why do you want to be a clean air champion?’ carefully . students will be reading your answers with great interest .

3. Champions’ Fees, Expenses and Invoicing:

Fees:

as outlined in the letter of agreement, our fee per appearance is $250.00 .

Expenses:

our expense budget per appearance is a maximum of $25.00 . we do our best to help cover additional costs especially if your travel costs exceed this budget . howeVer it is rEQuIrED that you contact Deirdre in advance to receive approval for an increase in travel expenses . cac cannot cover any costs over and above the $25 .00


stipend without prior approval from the executive Director . for kilometre travel expense we offer a rate of .30 cents per kilometre .

Hybrid rentals

in some instances we have been able to rent a hybrid car for a champion to get to a presentation that is beyond reasonable sustainable travel distances . if you are faced with a similar situation please contact Deirdre directly to inquire about a hybrid . hybrids are in very short supply with car rental agencies so the sooner we know about your need the more likely we are to secure one .

But, of course you know that we want you to use active and less polluting forms of travel whenever you can!

Invoicing:

for payment Champions deal DIrECTLY with Clean Air Champions, namely Deirdre laframboise, the executive Director .

once you have completed a presentation please:

1 . complete the caa remuneration form (appendix c, and provided electronically) within 7 days of your presentation .

2 . submit any receipts by mail WITH your remuneration form (we must have original receipts) .3 . complete your post-event survey (link emailed to you by cac after presentation) .

note: we will not be able to compensate you unless you have completed the survey and sent in your remuneration form (and receipts if you have them) .

4 . P r o g r A M A D M I n I S T r AT I o n


APPEnDICESA. Champions’ roles and responsibilitiesB. Champions’ Letter of Agreement (last page to be signed and returned to cac)C. remuneration FormD. Public Speaking TipsE. Web results TrackingF. Backgrounder: Transportation Backgrounder: Air Pollution, Smog and Health ImpactsElectronic copies:g. PowerPoint Presentation #�H. remuneration Form

5.5 . A P P E n D I x


Appendix A

CHAMPIonS’ roLES AnD rESPonSIBILITIES�. Letter of Agreement the letter of agreement describes the main roles and responsibilities expected of clean air champions’ athletes who agree to participate in the caa program .

Please be sure to return a signed copy to the CAC office – only the last page needs to be sent (saves paper and energy).

2. CAA Website Testingthe best way to become familiar with the caa program is to log onto the site, and test the trip tracker and explore the many buttons and links .

i . You can register as a student on our test site and follow all the steps like any achiever would be required to do . if you do this, you will need the test teacher code HVFu . please remember your username and password for your next visit . this gives you the a to Z test of the trip tracker .

or

ii . You can skip the registration process and adopt our test student iD and test teacher iD as described below .

to try the site as a test Achiever:1 . go to www .cleanairachievers .ca2 . go to ‘registered students - login’3 . enter:

username: budjones password: password

4 . enter in a new trip by clicking on the ‘ghg trips’ and following the fields5 . go to ‘add new ghg trip’ . now, enter in your new trip by selecting the drop down list of ghg trips you

have entered . try inputting other forms of travel and see the results under ‘My progress’ . when you substitute less polluting forms of travel for the trip tracker trips the results show by % improvement in active transportation and % reduction in greenhouse gas emissions .

6 . if you want to add in a new destination, return to ‘add new ghg trip’ and repeat steps 4 and 5 .

to try the site as a test Teacher:1 . on the caa site, go to ‘teacher Zone’2 . enter in: username: steamer password: password3 . familiarize yourself with the resources and type of data the teacher has access to .

we suggest you visit Curriculum Connections to see how many subjects are linked to the program as well as Certificates to understand the scoring we developed to rank students’ progress . another button to view is Class Summary so you can see the results the teacher has access to .

5 . A P P E n D I x


5 . A P P E n D I x

Appendix B

Letter of Agreement - Participation in CAA (2007-2008)as part of this agreement, clean air champions agrees to provide you with the support and materials you require to meet the terms of the letter of agreement . we want to ensure you are as prepared as possible, and that your experience is a very rewarding one ._________________________________________________________________________________________________

as a member of clean air champions i agree to be part of the Clean Air Achievers program (caa) and perform to the best of my abilities by agreeing to:

�. PArTICIPATE In onE CAA orIEnTATIon SESSIon:the program orientation session will take 45 - 60 minutes and will be conducted in person or by telephone by cac staff . this orientation session requires that you have access to a computer and the internet for viewing the caa website .

2. DELIVEr TWo CAA PrESEnTATIonS PEr SCHooL: each school you are assigned will see you twice: first to launch caa, and second to wrap-up the program and congratulate the students . the approximate timelines are:

#� Launch Presentation – September 2007 to May �6, 2008#2 Congratulatory Presentation – october 2007 to June �3, 2008

it is important for champions to be able to commit to the two presentations as this program is also about fostering a rewarding relationship between the students and the champions . this is of great value to the students (and teachers) for they know that the champion was there at the start, is available for support and encouragement, and is able to appreciate and share in their success at the end of the program .

3. CoMMunICATE WITH Your CAA CLASSES:as the caa program ambassador you will take on the role of program ‘CAA Coach’ and be a source of inspiration for the students . the main method of communication will be via e-mail, and cac staff will monitor the correspondence from the students so you are not overwhelmed or sent inappropriate mail . we ask only that you do your best to reply to the students, or let us know if/when you are not able to, and we will be sure to act on your behalf .

Walk the talk & lead by example - like the students who will be participating in caa, we ask you to record your travel trips in the caa trip tracker for the duration of the program, and make every effort to choose more sustainable methods of transportation . this gives you a greater degree of credibility with your audience, and is particularly important for your travel to and from the schools you will be visiting .

Be informed - caa touches on many topics related to the environment, health, transportation and education . we ask that you take the time to read all materials provided, visit the ‘Backgrounders’ section on the website, know what your audience may or may not have completed from the teachers’ Manual, and become comfortable with the issues and message .

Be prepared and organized - Be sure you are familiar with all aspects of the caa program . this includes the in-class activities in the Teachers’ Manual, and all areas of the website, in particular the Trip Tracker (trip entry


section) . other materials, such as the curriculum connections, are geared to teachers but provide insight into the topics and issues the students are learning and how these align with those of the caa program .

please be on time for your presentation, and make sure you have:• props and sport paraphernalia (medals, equipment, etc .)• properly functioning laptop, if required, and a copy of the presentation (ie: on memory stick)• Directions to the school and room in which you are presenting• cac/caa shirt or vest• handouts or giveaways (provided by cac)

Provide us with your evaluation – cac needs your evaluation after every appearance . it is very important for our work and the overall quality of the program . our policy is: no survey, no payment . please complete the on-line survey within three days after each appearance .

4. PErMISSIon To uSE IMAgE AnD LIKEnESS: as a member of clean air champions, you agree to allow the use of your photo image, name and biographical information (provided by you) strictly for promotional purposes for clean air champions and the clean air achievers program . this may include the cac, caa or cp websites, program poster and materials for partners and clients, media coverage as requested, public launches and any other event related specifically to clean air champions and the clean air achievers program .

5. AgrEEMEnT To TErMS oF PAYMEnT: You agree to the standard fee of $250 for each caa appearance and understand that there is a maximum travel expense stipend of approximately $25 per appearance . occasionally we make exceptions to these terms when circumstances call for it and with advance notice .

champions’ completed surveys must be submitted within a reasonable time frame (ideally within three days) after each presentation before payment will be issued .

6. TErMInATIon: if for any reason you cannot fulfill your commitment, please let us know as soon as possible so we can find a replacement . we understand that circumstances change (especially in the life of athletes) and all we ask is for you to do your best to keep us informed .

cac also has the right to withdraw a champion from the program should he/she not be fulfilling the terms of this agreement .

5 . A P P E n D I x

clean air achievers – champions’ Manual 2007-2008 2�

5 . A P P E n D I x

(rETurn THIS PAgE with your SIgnATurE)

Print name: ______________________________________________________________________________________

Sport: ___________________________________________________________________________________________

City in which you will reside for the duration of the CAA program: (if you expect to be in more than one of the program cities, please include all)

_______________________________________________ ______________________________________________

_______________________________________________Signature

_________/_________/ _________Date

A signed copy must be received by CAC .

1 . E-mail with electronic signature to:

info@cleanairchampions .ca

(please put “caa- agreement” in subject line of e-mail)

2 . Mail signed copy to:

clean air champions 45 fentiman ave . ottawa, ontario k1s 0t5

3 . Fax signed copy to:

613-730-7353

if you have any questions or concerns please contact:info@cleanairchampions .caor call Deirdre (Dede) laframboiseexecutive Director clean air champions613-730-7353


5 . A P P E n D I x

Appendix C

Event remuneration Form 2007-08

Name: ___________________________________________________ Sport: _________________

Address: _________________________________________________ City: __________________

Postal Code: _________________ Email: ______________________________________________

Contact Phone #: (_______)_________________________________

PROGRAM (please underline): 1. CAA 2. Stepping Ahead 3. General CAC

Date of Event (yy/mm/dd): ____/____/____ to ____/____/____

Your role: _______________________________________________________________________

Location of Event (ex . name of school):_______________________________________________

City Event Held: ___________________________________ Province: ______________________

Time at Event: arrive _______:_______(am/pm) Depart _______:_______(am/pm)

Date Expenses & Description Amount Mileage (@ .30 cents/km to a max of $25 .00)

$

Athlete Payment Fee $ 250.00

Subtotal $

gST Fee (if you are claiming a gst rebate for your services)

$

Total $ gST number: # (if applicable)

noTE: All expenses except mileage must be submitted with the original receipts . please print this form and mail with receipts attached to:

Clean Air Champions, 45 Fentiman Ave., ottawa on, K�S 0T5 if no receipts please email to: info@cleanairchampions .ca45 fentiMan aVenue, ottawa, on k1s 0t5 tel & faX: 613-730-7353

www .cleanairchaMpions .ca - www .chaMpionsDelairpur .ca - www .cleanairachieVers .ca


5 . A P P E n D I x

Appendix D

Public Speaking Tips“The opportunity to make a difference in the life of a young person is a true privilege. As athletes, we have that opportunity. I want to make sure that we make the most of it.”Chris Wilson, founder of The ESTEEM Team

Think about the impact a great presentation can have . try to reflect on an inspirational or motivational speaker you have heard sometime in the past . as a result of hearing this individual speak, maybe you:

• changed your mind about something;• acted on something;• occasionally think about this speaker, even to this day; or,• think of this person as a mentor .

now, think about why and how this person was able to inspire you . Did you identify personally with something particular he or she said? Did the speaker express the message in a way that you thought was creative or memorable? was there something really unique about the presentation, or about the speaker’s personality? Did the person come across as passionate and genuine?

generally, when a speaker is excellent, the audience will remember poignant stories that cause them to think about their own values, their relationships and indeed their lives . a great presentation can actually be a turning point in someone’s life .

two key components of a stellar presentation are understanding the purpose and objectives of the event, and understanding your audience and its expectations . But it is just as important, as a speaker, to truly understand your own life story and your personal motivation to make a difference . and then, of course, the more experience as a speaker you are able to get, the more comfortable and effective you will be!

here is a visual way of describing a super presentation – these are the elements of the equation for a world-class presentation!

Important to Audience + Your Passion + Practice = World-Class

Presentation

Below are some pointers and tips, under 4 main headings . review them now and keep them in mind as you prepare and deliver your caa presentations .

�. Keep in mind the main objectives of the presentations

• remember the key objectives of each of the two types of caa presentation (as described in the champions’ Manual) .

• always be guided by the goals of the caa program, and the overall goals to:• motivate the audience to think differently about these issues; and, ultimately, • change beliefs, attitudes and behaviours .

• keep in mind that the champions play an important role in the caa program as educators, motivators and program coaches .


5 . A P P E n D I x

• You must deliver the key messages of the caa program to the audience:

1 . the issues: transportation, air pollution, climate change, health impacts and sedentary lifestyles2 . caa and active transportation is the way to go3 . solutions and actions

2. remember who you are

• You’re a world-class athlete . You’ve devoted years of your life to training and competitions . You’ve experienced the incredible satisfaction and privileges that come with that, as well as the challenges and obstacles along the way . now, we want you to draw from this experience as you become a clean air champion and a world-class speaker .

• with your athletic success, you stand as an example to young people . You are a role model and this is a huge responsibility . Much of what you do and say is being watched and sometimes modeled . role models for youth in sport transcend into role models for youth in other areas, like the environment and lifestyle .

• to successfully engage the audience in a way that has the ability to make them change their beliefs and practices, it is crucial that you tell your own story .

• let your passion show – it’s important for your audience to understand why you do your sport, and experience your passion . lend this passion to the delivery of your presentation – this will have a huge impact on its success . Young people are very perceptive . if they can sense your passion, it will be contagious .

• the more authentic you are able to be, the greater the sense of rapport you will be able to establish with your audience .

• the clearer you can be in describing your own motivation and values, the more honest and powerful your message will be .

3. remember who you are talking to

• Your audience will be youth between the ages of 12 and 15 – tomorrow’s decision makers and licensed drivers . research shows that this age group connects very well with sport heroes, and is typically motivated by money . also, its members strive to be part of ‘cool’ among their peer group .

• the main goals are to be able to relate to your audience, and for the students to see themselves in you .

• today, more than ever, young people need positive role models . they also need to have their passions sparked, to strive for excellence, to make a positive difference in the world they live in and to start living their lives with the same kind of passion an athlete does .

• as a high performance athlete, it’s important to put yourself in the shoes of an average student . had an athlete come to speak to you when you were in school, you would have most likely eaten it up . unfortunately, this isn’t the case with all students because some of them are not very interested in sport . You’ll need to find ways to get all students to identify with you and your message .

• in order to bridge this gap and really connect with them, you need to be relevant to them . this means talking about your life, outside of your sport as well, and showing them that you are a real person who has fears, doubts and struggles .

• You also need to make the issues you are discussing relevant to them . in order to do that you need to figure out their motivation . ask yourself: what would have motivated me at that age to commit to a positive commitment of this nature?


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• as a clean air champion, you need to establish an appropriate balance between connecting with them as a successful athlete and inspiring them to adopt practices and lifestyles that enhance both environmental and personal health . You are your own best example in this regard .

• Your intention is to effect permanent change in the lives of these youths . You are not simply giving them information, you are inspiring them to understand that they have the power to choose and they have the power to make a positive difference . in many instances this may be the first time they have had this empowering experience .

• never tell students what not to do . kids are told over and over not to smoke, for example . it is better for an athlete to point towards living a positive lifestyle . Be intelligently subtle . for example, point out that it costs on average $6,000/ year Just to operate a car…invite them to think about the many other ways they could spend their money - say on a new bike, a snowboard or even clothes .

4. use some tricks and tools of the trade

• effective storytelling is essential . Your stories are the most important stories because you can tell them the best . great stories are very memorable and reinforce a point or topic . when the story is told in a dramatic way ( just like camp fire stories from when you were young) the audience becomes completely engaged and you know they’ll remember your point .

• humour is another important aspect of speaking . it relaxes you and the audience, keeps them engaged and can highlight certain parts of your presentation . You will see that you don’t necessarily need to be funny or tell jokes in order to be humorous .

• an audience will notice your body language and your tone of voice .

• use drama and audience participation to your advantage . for example, throw out questions to the students to engage them in discussion, or create simulated situations and ask members of the audience to describe how they would react .

• statistics and facts don’t have to be boring: facts and statistics delivered in a natural and confident way are extremely effective . Draw from the cac resources and websites including the ‘Did You know?’ statements on the caa site . Just click on ‘refresh’ and the DYk statements change .

• think of your presentation as following the format of an essay:• an attention-grabbing introduction;• two or three topics or main points to deliver the message; and• a conclusion that ensures the students leave, ready to take action .

And remember to have some Fun being a Clean Air Champion…

It helps your audience connect with yOu and remember the KEy MESSAGES!


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Appendix E

Web Tracking of results once a class has completed the program, both the teacher and you will be sent a summary of the class’s results . the following is a sample of that summary . please note that this year the results will also be in pie chart format .

Class: 8C number of Students: 22

Below is a summary of your class’s combined impact on the environment .

Mode of Travel Distance Traveled

active transportation 390 .2 kM

car 427 .9 kM

hybrid car 5 .4 kM

public transit 52 .6 kM

school Bus 11 kM

truck/Van/suV 128 kM

subway 109 kM

this table shows how many kilograms of greenhouse gas emissions have been prevented from entering our atmosphere . the caa calculator produces these values by comparing the trips entered in the trip tracker with the initial ghg trips .

Total Emissions Produced Emissions reduction % Emissions

reduction Achieved% Improvement in Active Transportation

87 .13 kg of co2 18 .68 kg of co2 17 .655 % 51 .99%

Students who achieved higher than Bronze Level status:

adnan a – silver – 100% improvement in active transportation austin e – world champion – logged 55 km of active transportation, reduced emissions by 51% Danial k – silver – 66% reduction in emissions hodel D – gold – logged 53 km of active transportation, reduced emissions by 37% istheshad c – gold – 84% reduction in emissions, 50% improvement in active transportation Jonah a – silver – 53% reduction in emissions, 90% improvement in active transportation Jordanna c – silver – 89% reduction in emissions razvan B – silver – 60% reduction in emissions ryan B – silver – logged 55 km active transportation, 44% reduction in emissions shenelle M – silver – 39% reduction in emissions tianna p – gold – 34% reduction in emissions, 100% improvement in at!

sage – you will need 1 world champ, 3 gold, 7 silver and 11 Bronze certificates for this class .


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throughout the program, students will be able to track their progress (teachers will also be able to track the progress of each student) . the following sample shows what a student will see when they click on ‘progress report’:

How Am I Doing?

the tables below provide a summary of all the travel trips you have inputted to date .

the first table tells you the total kilometres (km) you have traveled per mode .

Mode of Travel Distance Traveled

active transportation 20 .7 km

car 3 km

hybrid car 5 .3 km

public transit 3 km

the following pie chart reveals the percentage of the total for all modes of travel you have entered to date .


the table below shows how many kilograms of greenhouse gas emissions you have prevented from being emitted into our atmosphere . the caa calculator produces these values by comparing the new trips you entered in the trip tracker with your greenhouse gas (ghg) trips (those you entered at the start of the program) .

Total Emissions Produced

Emissions reduction

% Emissions reduction Achieved

% of Travel by Active Transportation

1 kg of co2 4 kg of co2 80 .2% 64 .7%

Waytogo!thanks to your efforts, you have reduced your contribution to greenhouse gas emissions by 80 .2% .

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Appendix F

Transportation

Contribution to greenhouse gas Emissions and Air Pollution

today there are more than 18 million cars on canada’s roads – about one for every two canadians . this is one of the highest per capita rates of car ownership in the world . on average, each car travels more that 16,000 km per year, meaning that each year canadians drive a total of over 282 billion km per year .

transportation is one of the main sources of ghg emissions in canada, contributing about 25% (190 Mt) of total ghg emissions . road transportation accounted for about 76% (133Mt) of this . since 1990, emissions from vehicles have increased by about 36% (38Mt) with most of this (22Mt) from light trucks and suVs . almost half the cars on the road are suVs or light trucks . compared to 1990, more people are driving further in less fuelefficient cars .

the average vehicle emits over 4 tonnes of pollutants annually . passenger vehicles account for 21% of nitrous oxide (nox) emissions, 51% of Volatile organic compounds (Voc) emissions, and 4% of fine particulate emissions . fortunately, emissions of air pollutants on a per vehicle basis are declining due to regulatory changes, however, overall they are on the rise because there are now more cars on the road, being driven more kilometres .

By reducing our reliance on personal vehicles and fossil fuels such as gas and oil, we can contribute to better air quality, slow down climate change, and improve our health .

Comparison of emissions by transportation mode (g/person �00km)

Transportation Mode NOx VOCs CO

light rail 43 0 .2 2

transit bus 95 12 189

Van pool 24 22 150

car pool 43 43 311

singleoccupant car 128 130 934

Source: Modified from Lowe (1990)

What Can You Do? … And Why?

�. use alternative, sustainable modes of transportation • walk, cycle, rollerblade, carpool, take public transit . • one busload of passengers takes 40 vehicles off the road during rush hour, saves 70,000 litres of fuel

per year and prevents the release of 9 tonnes of air pollutants per year . • one person using public transit instead of a car for a year can save nearly one tonne of pollutants from

being emitted into the atmosphere . • on average, a carpool saves 2,000 litres of gasoline a year . • for distances of up to 5 km in urban areas, cycling is the fastest mode of transportation, door to door .• as a bonus you save yourself stress and parking fees and get some exercise, or read a book while you

travel on the train or subway .

2. Adopt fuel efficient driving habits • slow down – going from a cruising speed of 120km/hr to 90km/hr will decrease fuel consumption by

about 20% . • avoid rapid starts and hard braking . these habits reduce travel time by only 4% (about 2 .5 minutes for


an hour long trip), but increase fuel consumption by 39% and increase emissions by about 5 times . • stop idling . ten seconds of idling uses more fuel than restarting the engine . an idling engine releases

twice as many exhaust fumes as a moving vehicle . if every driver in canada avoided idling for 5 minutes a day, we could prevent 1 .6 million tonnes of carbon dioxide from being emitted . so turn your car off in traffic jams or while waiting for a red light .

• limit your use of the airconditioning . in stopandgo traffic, air conditioning can increase fuel consumption by as much as 20% .

• remove roof racks and roof storage units when not in use to reduce aerodynamic drag and fuel consumption .

• remove unnecessary items from your trunk . the lighter your car, the higher your fuel efficiency . • Don’t overfill your tank . spillage is major source of Voc that react to form ozone .

3. Drive less • get organized – plan your trips and errands to minimize driving time . • shop and choose other activities close to home . • walk or bike to school . • car share . Join a carsharing coop or form one at your place of work . • have a nodrive day once a week (or more) . how many km can you travel using alternatives to the car? • commit to walking or biking to destinations within a certain distance of your home .

4. Maintain your car • check your tire pressure at least once a month . Driving your vehicle with just one tire under inflated by

6 psi can reduce the life of the tire by 10,000 km and increase your vehicle’s fuel consumption by 3%, costing you extra money and releasing more pollution into the air . two thirds of personal vehicles in canada have at least one tire under or overinflated .

• a poorly maintained car uses up to 50% more fuel and produces up to 50% more emissions than a car that is serviced regularly .

5. Purchase a fuel efficient car • check out the list of the most fuelefficient vehicles by category and year at

http://oee .nrcan .gc .ca/transportation/personalvehiclesinitiative .cfm?text=n&printview=n• the federal government’s ecoauto rebate program offers rebates of $1000$2000 to people who

buy vehicles that meet specific fuel efficiency standards (6 .5 l/100km or better for new cars) . go to http://www .tc .gc .ca/programs/environment/ecotransport/ecoauto .htm for more information and a list of eligible vehicles . several provinces also offer rebates .

• sport utility vehicles (suVs), minivans, and pickup trucks are built on ‘light truck’ frames, which do not have strict fuel efficiency standards like other passenger cars . they consume 5070% more fuel than other passenger vehicles, and as a result, emit more pollution .

• Between 10% and 15% of canada’s car fleet is made up of older, pre1988, or poorly maintained vehicles that generate up to 50% of total vehicle emissions . removing these vehicles from the road would make a large contribution to reducing air pollution .

• a vehicle that is 25% more fuel efficient will save you about $360 on an average gasoline bill of $1440 .

6. use cleaner fuels • alternatives to gasoline, including propane, natural gas, ethanol, methanol and oxygenated gasolines

(blends of gasoline and ethanol or methanol) burn more efficiently and emit fewer ghg and pollutants . • in canada, ethanol is used as a blending ingredient with gasoline at concentrations of 5%10% . all gas-

powered vehicles can use these ethanol blended fuels . • as a bonus, fuels blended with ethanol not only reduce emissions, they also improve engine performance .

Alternative Fuels

• Hydrogen Fuel Cells Vehicles that are powered by hydrogen fuel cells use an electric motor where the electricity is created through a chemical reaction between hydrogen fuel and oxygen . fuel cell vehicles can be fueled with pure hydrogen

clean air achievers – champions’ Manual 2007-2008 3�

gas stored onboard in highpressure tanks . they also can be fueled with hydrogenrich fuels, such as methanol, natural gas, or even gasoline, but these fuels must first be converted into hydrogen gas by an onboard device called a ‘reformer’ . when hydrogen is the sole fuel source, the only tailpipe emissions are water and heat . while fuel cells have promise, the net effect on ghg emissions will be depend on how the hydrogen is produced and distributed . go to http://www .fueleconomy .gov/feg/fuelcell .shtml for more information on hydrogen fuel cell technology .

• Hybrids (gas - Electric) hybrids are vehicles that use a combination of an internal combustion engine and an electric motor that is powered by a large rechargeable battery . the battery in a hybrid is recharged either from the engine or from energy captured while braking . Because hybrids use less fuel than regular cars, their emissions of ghgs are lower . for every 500 litres of fuel saved by driving a hybrid, over a tonne of co2 is prevented from being emitted into the atmosphere . they also emit less air pollutants overall . hybrid cars are now widely available (e .g . toyota prius, honda civic hybrid, ford escape hybrid) . go to http://www .hybridexperience .ca/Basics_of_hybrids .htm for more information on hybrids and hybrid technology .

• Biodiesel Biodiesel is the name of a clean burning alternative fuel, produced from renewable resources (e .g . vegetable oil) . Biodiesel contains no petroleum, but can be blended at any level with petroleum diesel to create a biodiesel blend . it can be used in diesel engines with little or no modifications . compared to emissions from petroleum diesel, biodiesel emits: 50% less ozone, 47% less carbon monoxide, 47% less particulate matter, and 67% less Vocs . emissions of soX are virtually eliminated . in addition, less co2 is emitted during production of biodiesel, compared to petroleum diesel, resulting in a net reduction in coemissions of about 78% . go to http://www .biodiesel .org/ for more information on biodiesel .

Didyouknow?• Each litre of gasoline you burn in an average sized car contributes 2.5 kg of GHG.

Each km you drive contributes about 240g of CO.• The Mercedes-Benz “Smart Car” gets 3.8 litres/100km on the highway and 4.6

litres/100km in the city. The Toyota Prius gets about 4.0 litres/100km (highway) and 4.2 litres/100km (city). A gas-powered minivan gets about 8 litres/100km (highway) and 12 litres/100km(city).

• In some municipalities you can ride on hybrid dieselelectric buses. Victoria, Winnipeg and Vancouver are using hybrid buses as part of their public transit fleets.

• The BC Hydrogen Highway project aims to build a ‘hydrogen highway’ refueling network from Vancouver International Airport to Whistler in time for the 2010 Olympic and Paralympic Games. The goal is to speed up commercialization of fuel cell technology.

Air Travel

air travel accounts for a relatively small proportion of total co2 emissions but those emissions have a disproportionately large impact on the climate . a litre of fuel burned at high altitude has 24 times greater impact on the climate than a litre of fuel burned at ground level because of the effects of nox and contrails . contrails are made up of water vapour, ice particles and other emissions released when jet fuel is burned . they can persist for several hours, spread to 2 km wide before dispersing, and contribute to the formation of cirrus


5 . A P P E n D I x

clouds . contrails and cirrus clouds contribute to global warming by trapping heat radiated from the earth . this warming effect is greater for night flights than daytime flights because daytime contrails also block sunlight, partially offsetting their warming effect .

in 2004, domestic aviation accounted for 7 .8Mt or 1% of canada’s ghg emissions . although this seems small compared to emissions from vehicles, it is a 22% increase from 1990, and has an impact equivalent to 1632 Mt . furthermore, it doesn’t include fuel burned on international flights .

If you have a choice, don’t fly. • take the train or bus instead of flying . Both trains and buses are more fuelefficient than airplanes per

passenger km, especially for short haul flights (where trains and buses are realistic alternatives) . Driving is even a better option than flying if there is more than one person in the vehicle and you drive a fuel efficient car .

• take a vacation closer to home . there are some great places to explore in canada!

If you do fly: • choose daytime flights over night flights • choose direct flights (fewer takeoffs and landings) • Buy offsets to cover the carbon emissions from your flight . a number of airlines and travel agents give you

the option of purchasing offsets when you book your ticket (westJet even pays the offset for you), or you can calculate and purchase your offsets online . a number of these sites are listed on http://www .tufts .edu/tie/tci/carbonoffsets/tcioffsethandout .htm and http://www .davidsuzuki .org/climate_change/what_You_can_Do/carbon_neutral .asp

Source and useful Links

David suzuki foundation: http://www .davidsuzuki .org/climate_change/what_You_can_Do/air_travel .asp

environment canada clean air online, transportation: http://www .ec .gc .ca/cleanairairpur/transportationws800ccaf91_en .htm

environment canada clean air online, taking action: http://www .ec .gc .ca/cleanairairpur/tipsws49Bce76D1_en .htm and http://www .ec .gc .ca/cleanairairpur/taking_actionws3a492c0f0_en .htm

environment canada . what You can Do: http://www .ec .gc .ca/eco/main_e .htm

government of canada . 2006 . national inventory report 19902004 . greenhouse gas sources and sinks in canada . available online at: http://www .ec .gc .ca/pdb/ghg/inventory_report/2004_report/toc_e .cfm

intergovernmental panel on climate change (1999) . aviation and the global atmosphere: http://www .grida .no/climate/ipcc/aviation/

statistics canada . 2006 . human activity and the environment: annual statistics . the scrapit program: http://www .scrapit .ca/

transport canada . urban transportation showcase program: http://www .tc .gc .ca/programs/environment/utsp/showcases .htm

transport canada . transportation in canada 2004 . available online at: http://www .tc .gc .ca/pol/en/report/anre2004/5_e .htm

us Department of energy . alternative fuels Data center: http://www .eere .energy .gov/afdc/altfuel/altfuels .html


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Air Pollution, Smog and Health Impacts

What is Air Pollution? air pollution is the presence in the air of any substance in high enough concentrations to be harmful to the environment or to human health .

human activities (e .g . combustion of fossil fuels and industrial processes) are the primary source of most pollutants, although pollutants can also come from natural sources (e .g . fires, windblown dust, volcanoes) . the main air pollutants are:

1 . nitrous oxides (nox), which are produced during the combustion of fossil fuels, are a pollutant themselves, but also react with water vapour to form fine acidic droplets, and react with Vocs to generate ozone . nox are both air pollutants and ghgs .

2 . Sulphur Dioxide (so2), which is generated by industrial processes and combustion of fossil fuels, is a pollutant itself, but also reacts with water vapour to form fine acidic droplets (e .g . sulphuric acid) . so2 is not a ghg .

3 . Carbon Monoxide (co) is generated by combustion of fossil fuels (primarily from automobiles), but is also released by wild fires and volcanic eruptions . co is not a ghg .

4 . Volatile organic Compounds (Vocs) are a group of carboncontaining compounds (both natural and synthetic) released primarily by the evaporation of petroleum products (e .g . gasoline, natural gas), solvents and other volatile products (e .g . paints) . Vocs react with nox in the presence of sunlight to form ground level ozone . some Vocs are carcinogenic (e .g . benzene, formaldehyde) . Vocs by themselves do not contribute to the greenhouse effect .

5 . ground level ozone is formed by a chemical reaction between Vocs and noxs, in the presence of sunlight . ground level ozone is one of the main components of smog . Because the reaction that generates ozone accelerates at higher temperatures, global warming is expected to increase concentrations of ground level ozone and lead to more smog . ground level ozone is also a ghg .

6 . Airborne particles (particulate Matter – pM) include both solids and droplets from a variety of natural sources and human activities . in most cases, coarse particles, (2 .510 microns) are emitted directly into the air (e .g . dust, pollen, diesel soot, smoke) and fine particles (less than 2 .5 microns) are formed through chemical reactions involving nox, so, water vapour, Vocs and ammonia . particulate matter is one of the main components of smog, but does not contribute to the greenhouse effect .

7 . Various heavy metals (lead, mercury, cadmium, manganese) and various persistent organic compounds (e .g . pcBs, dioxins) are also found in air pollution . heavy metals and persistent organic compounds do not contribute to the greenhouse effect .

Stratospheric ozone – The good ozone stratospheric ozone, or the ‘good’ ozone layer

is located 1650 km above the ground . it has a cooling effect on the earth and protects humans and other life from ultraviolet (uV) radiation . when scientists refer to ‘holes in the ozone layer’ (caused primarily by chlorofluorocarbons or cfcs) they are referring to the stratospheric ozone layer . stratospheric ozone is not a pollutant; ground level ozone is .

groundlevel ozone – The Bad ozone ground level ozone is formed when Vocs and

noxs react in sunlight (nox + Vox + sunlight = glo) . ground level ozone is toxic to humans, contributes to smog and climate change, and does not protect us from uV radiation .


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Figure � ground –Level ozone Formation

source: http://www .hcsc .gc .ca/ewhsemt/air/outext/effe/talka_propos_e .html

Figure 2 origins of Particulate Matter and ozone

source: http://www .hcsc .gc .ca/ewhsemt/air/outext/effe/talka_propos_e .html

What is Smog?the term ‘air pollution’ is a general term covering all forms of pollutants while ‘smog’ refers to a phenomenon caused by a chemical reaction of certain pollutants in the atmosphere . smog occurs most frequently on hot, sunny, calm days and appears as a yellowish haze that sits over cities, towns and regions .

the two main ingredients of smog are groundlevel ozone, which is formed by a chemical reaction between nox and Vocs in the presence of sunlight, and fine airborne particles . Because smog formation depends on heat and sunlight, smog generally peaks in the late afternoon and early evening . it is most obvious in large cities, but wind patterns and topography mean that smog can travel and be trapped in areas distant from the source


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(e .g . smog is often worse in the fraser Valley than in Vancouver) . smog is both an urban and rural phenomenon and can occur at any time of the year, although summer tends to be the season with the highest frequency due to the higher temperatures . smog will stay in an area until it is dispersed by heavy winds or washed out of the local atmosphere by rain (which is why smog is worse on calm, sunny days) .

general Impacts of Air Pollution and Smog air pollution and smog can affect us in a variety of ways: impair lung function, make breathing more difficult and make us more susceptible to respiratory diseases .

air pollution and smog can also: • contaminate soil and water (e .g . by acid rain) • compromise the health of wildlife by affecting habitat and food quality • reduce plant health and productivity (e .g . decrease crop yields) • diminish our ability to enjoy the outdoor environment (e .g . through reduced visibility on smoggy days,

discomfort from exercising/recreating outside on smoggy days) • damage buildings (e .g . acid rain and deposition of particulates) • compromise our health and increase risk of mortality • impede athletic performance

Damage from air pollution is not always localized . the long range transport of pollutants can mean that soils, water, plants, animals and people can be affected far away from sources of pollutants . the effects of air pollution are not limited to urban areas .

Air Pollution, Smog and Human Health the health effects caused by air pollutants may range from subtle biochemical and physiological changes to difficulty breathing, wheezing, coughing and aggravation of existing respiratory and cardiac conditions . these effects can result in increased medication use, increased doctor or emergency room visits, more hospital admissions and even premature death . exposure to toxic airborne substances (e .g . mercury and lead) can also lead to neurological damage, particularly in children .

The respiratory system air pollutants can irritate your eyes, nose, and throat and irritate and inflame your airways and lung tissue . this can diminish the ability of your lungs to collect and deliver oxygen, cause longterm lung damage, and aggravate existing respiratory conditions (e .g . asthma, bronchitis, chronic obstructive pulmonary disease) . chronic exposure to pollutants (especially ozone) can damage deep portions of the lung even after symptoms such as coughing or a sore throat disappear . air pollution can also reduce your resistance to respiratory infections .

The cardio-vascular systempollutants are absorbed into the bloodstream, where they can then travel throughout the body, starting a ‘chemical chain reaction’ . through a variety of complex pathways, this can affect blood vessels and ultimately the heart . for example, air pollutants can contribute to degenerative necrosis, inflammatory reactions, and arrhythmias . they may lead to the formation of free radicals, which are thought to contribute to narrowing of the arteries (by formation of atherosclerotic plaques) .

exposure to air pollution is linked to increased hospital admissions and emergency room visits, increased use of medications, shortened life span and increased mortality (deaths) .

ozone and particulate matter all air pollutants, including nox, soand co, affect our health, but ozone and particulate matter are the biggest concern . ozone is highly reactive and can damage lung tissue and significantly reduce lung function, even when the exposure is to low concentrations, for relatively short periods . particulates irritate and inflame the respiratory system, impairing lung function . fine and ultrafine particles cause the greatest damage, as they can penetrate deep into the lung, carrying with them allergens and toxins . particles generated by combustion of fossil fuels are particularly toxic .


there is no ‘safe’ level of exposure to air pollution (particularly ozone and pM) . 3 health effects result from both long term and shortterm exposure, and even at low levels of pollution . this means that we need to be concerned about ozone and pM levels even on days when no smog warning is in effect .

Who is affected by air pollution and smog? everyone . individual reactions to air pollutants depend on the type of pollutant a person is exposed to, the degree of exposure, the individual’s health status and genetics . children, the elderly, those who are physically active outdoors, and those with preexisting medical conditions, are particularly vulnerable . But the reality is that air pollution affects all of us . even healthy people have difficulty breathing on days when the air is heavily polluted . ozone and particulates cause inflammation and swelling in lung issue and decreased lung function in everyone .

Children are particularly vulnerable to the effects of air pollution because: • their respiratory and neurological systems are still developing • they tend to spend more time outdoors, being active (so they inhale more pollutants) • they breathe more per unit of body weight than adults (meaning they filter more polluted air through

their lungs) • they have smaller airways and lungs • their immune systems are immature (making them more vulnerable to respiratory infections)

the who strongly recommends reducing children’s exposure to air pollutants, in particular those related to traffic .3

Athletes are also particularly at risk from air pollution and smog because they spend a lot of time training outdoors . During exercise, particularly at high intensity, athletes inhale deeply, drawing large volumes of dirty air deep into their lungs, and they breath via their mouth, bypassing the filtration system in the nose . they also have high metabolic rates and are more susceptible to infections, because intense training depresses the immune system temporarily .

Effects of air pollution on human health • irritation to eyes, nose and throat • irritation, inflammation and damage to lung tissues • Decreased lung function • impaired ability to use oxygen • shortness of breath, coughing, wheezing, chest pain, pulmonary congestion • heart failure • aggravated asthma, chronic obstructive pulmonary disease • acute and chronic bronchitis • Decreased resistance to respiratory infections

Smog related deaths • a 2005 study by toronto public health found that the air pollution was the cause of 822 deaths a year in

toronto, 818 in Montreal, 368 in ottawa and 258 in windsor (based on data from 19542000) . the study estimates that increased ozone levels from global warming will result in 20 per cent more smogrelated deaths by 2050 and 25 per cent more by 2080 .1

• in 1952, deadly smog descended on london, england . Motor vehicles were abandoned, trains were disrupted and airports were forced to close . the smog lasted for 4 days and resulted in over 4000 deaths .2

• a 2005 study by the federal government estimated that air pollution leads to 5900 premature deaths each year in 8 large canadian cities . (this estimate is probably low because it only considered shortterm impacts of air pollution) . the ontario Medical association estimated that in 2005 there were 16,000 hospital admissions and 60,000 emergency room visits in ontario because of illnesses associated with air pollution, and that air pollution led to direct health care costs of over $500 million .3

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What to Do and What not to Do on Smog Days study after study shows that the overall health benefits of exercising far outweigh the alternative of not exercising at all even despite the associated risks of exposure to air pollution and smog (confirmed by canadian association of physicians for the environment and many other sources) .

however we urge caution and common sense by telling canadians to do the following on smog alert days: • exercise indoors if this is possible • exercise very early in the a .m . before peak traffic times or after evening rush hour • choose locations to exercise as far away as possible from traffic areas • keeps kids indoors at times of high traffic or take them to a gym or indoor play center • Make sure kids are not playing near traffic areas or take them to a park area away from traffic and at

off peak traffic times • Make your ‘day off’ on a smog alert day and modify your outdoor trainingdays/times to minimize exposure

to smog• fill up gas tank after dusk • use human-powered or electric rather than gasoline-powered lawn equipment • leave your car behind and walk, ride, run, roll, or take public transit or carpool

EVErY STEP DoES MAKE A DIFFErEnCE

The Connection between Air Pollution, Smog and Climate Changethere are two main connections:

�. Climate change and air pollution have a common source and thus a common solution. combustion of fossil fuels (e .g . burning of coal, gas, and oil in cars, homes and power plants) is the primary source of both air pollutants and the rising levels of ghgs that are contributing to climate change . co, while not considered an air pollutant, is the ghg that is increasing most rapidly, largely as a result of combustion of fossil fuels . nox is a ghg, a primary air pollutant and leads to the creation of ground level ozone . ground level ozone is both an air pollutant and a ghg .

we can address both air pollution (the intensity and frequency of smog episodes in particular) and climate change by reducing our reliance on fossil fuels .

2. Climate change is expected to increase air pollution (groundlevel ozone and smog) and exacerbate its effects. climate change is expected to magnify the effects of air pollution, because hotter, sunnier days will provide optimal conditions for the creation of ground-level ozone . heat waves can also lead to temperature inversions, where smog is trapped near the earth, further increasing exposure to pollutants . the combination of more smog and more intense and frequent heat waves will compound health problems for those who are vulnerable (children, elderly, athletes and those with preexisting respiratory and cardiac disease) . airborne allergens (pollen, moulds, and dust) are also expected to increase with climate change, further aggravating asthma and related respiratory diseases .

DidYouKnow?• throughout canada, children are more likely to be hospitalized for respiratory problems resulting from

exposure to air pollution than any other cause .4 • running in a polluted urban area for 30 minutes is equivalent to smoking a pack of cigarettes a day .5 • asthma rates among children in some parts of north america are four times higher than they were 20 years

ago . children from lower income families living in innercity neighbourhoods are particularly atrisk, in part because of higher exposure to pollutants (such as ozone, particulates, nitrous oxides) .11

• studies in greater Vancouver have found that more than 2700 deaths and 33,000 emergency room visits could be avoided with a 25% reduction in particulate matter .6

• air pollution with particulate matter (pM) claims an average of 8 .6 months from the life of every person in the european union (eu) .7


• exposure to fine pM in outdoor air leads to about 100,000 deaths each year in europe .4 • exposure to groundlevel ozone for even short periods at relatively low concentrations has been found to

significantly reduce lung function in healthy people during periods of exercise .3

Source and useful Links

environment canada . clean air online: http://www .ec .gc .ca/cleanairairpur/

environment canada . clean air online . a primer on air Quality in British columbia: http://www .pyr .ec .gc .ca/air/primer_e .shtml

epstein, paul r . and christine rogers . 2004 . the impacts of co2 and climate change in the inner city . the center for health and the global environment, harvard Medical school . available online at: http://chge .med .harvard .edu/publications/ (accessed august 2007) .

health canada . health effects of air pollution: http://www .hcsc .gc .ca/ewhsemt/air/outext/effe/health_effectseffets_sante_e .html

health canada . it’s Your health: smog and Your health . http://www .hcsc .gc .ca/english/iyh/environment/smog .htm

world health organization . 2004 . health aspects of air pollution: results from the who project, ‘systematic review of the health aspects of air pollution in europe’ . available online at: http://www .euro .who .int/document/e83080 .pdf (accessed august 2007) .

1 toronto public health . 2005 . Backgrounder: combined impact of extreme weather and air pollution on Mortality . available at: http://www .toronto .ca/health/hphe/pdf/backgrounder_smogheat .pdf (accessed august 2007)

2 trivedi, chirag . the great smog of london . BBc news world edition . available at: http://news .bbc .co .uk/2/hi/uk_news/england/2545759 .stm (accessed august 2007) .

3 canadian Medical association . 2007 . letter to the legislative committee on Bill c30 . http://www .cma .ca/multimedia/cma/content_images/inside_cma/submissions/2007/Bill c30_e .pdf

4 canadian institute for child health (from cotc i)

5 american lung association (from cotc i)

6 David suzuki foundation . taking our Breath away: the health effects of air pollution and climate change, executive summary .

7 world health organization . 2005 . “european union can save up to €161 billion a year by reducing airpollution deaths” . press release euro/08/05 . available online at: http://www .euro .who .int/mediacentre/pr/2005/20050414_1 (accessed august 2007) .

11 commission for environmental cooperation . reported by cBc news, January 27, 2006 .

5 . A P P E n D I x

“The Champion made me realize that the world is impor-tant and we should protect it. Because he was dedicated to the program and he really believed we could make a differ-ence, he influenced me to make more active transportation choices.” ~ CAA Student Participant, 2006-07

DidYouKnow?scientists have tied local spikes in asthma and allergy attacks to increases in molds and emissions from diesel engines . apparently, the molds attach themselves to diesel particles, which deliver them more efficiently deep into the lungs . add a plentiful helping of dust storms (from, for instance, the desertification of Mongolia or northern africa) and a rise in drought-driven brushfires, and you have a made-to-order recipe for increasing respiratory distress worldwide . (source: tiMe global warming - the causes - the perils - the solutions - the actions: what You can Do . “when warming affects health”, p 47, time inc specials,time Books, nY 12/24/07)

“I enjoyed it because it was a new challenge for me. It was interesting to know how much pollution one person can make, and how one person can help make a change in the environment.” ~ CAA Student Participant, 2006-07

DidYouKnow?Motor vehicles are the single largest source of harmful air emissions that contribute to human health problems like cancer, premature death, impaired lung function, shortness of breath, wheezing, asthma attacks and many bronchial and respiratory illnesses . (Source: http://www .climatechangesolutions .com/english/individuals/opportunities/transport /chart1 .htm)

“This program is worthwhile for kids our age because it teaches us how to preserve our world for generations to come and it got kids motivated to help make the world a cleaner place. It influenced me to reduce air pollution and increase my use of active transportation.” ~ CAA Student Participant, 2006-07


Stepping AheadStudent Log Book

A program of

2007-2008

C A C T H A N K S T H E F O L L O W I N G S P O N S O R S F O R T H E I R G E N E R O U S S U P P O R T :

OTTAWA

S

WIM - BIKE - RUN

KIDS

RACE SERIES

TRIATHLON

This log book belongs to:NAME: _____________________________________________________________________

CLASS: _____________________________________________________________________

TEACHER: ___________________________________________________________________

Remember to:

• Read all of Part I (the why and how of this log book)

• Set weekly goals that are realistic

• Track your progress on a daily basis

• Have fun being active!

Clean Air Champions thanks all those who provided time and expertise to this Log Book including Shari Orders, Greg Kealey, Erin Down, Eduardo Alvarez-Diaz, Andrea Boassaly and Deirdre Laframboise. We also thank our sponsors including the Ontario Government (Active 2010), the Ontario Trillium Foundation, and HSBC Bank Canada. We are grateful to Allegra Print & Imaging (Bank St.), in particular Eduardo and Jackie, for their support and excellent work.

This book is printed on 100% recycled paper sourced from windpower.

© Clean Air Champions, 2007

This project is supported by the Government of Ontario and the Ontario Trillium Foundation.

Stepping Ahead Student Log Book | 1

Table of ContentsWhy a Log Book? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Part I – ALL ABOUT ME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

A. Who Am I? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

B. Knowing Yourself Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Part II – LOGGING IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

A. Recording Daily Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

B. Weekly Tally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

GOAL SETTING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Why Do I Need Goals? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

How To Set Your Weekly Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

A. Physical Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

B. Active Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Part III – TRAINING TRACKER SUMMARY TABLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

A. Physical Activities – Weekly Tally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

B. Active Transportation – Weekly Tally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

AWARDS and PRIZES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

LOG BOOK CHECK LIST. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

STAYING ON TRACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

WEEKLY LOG PAGES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

FINAL REFLECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

I. Measuring Fitness: Heart Rate and Target Heart Rate. . . . . . . . . . . . . . . . . . . . 33

2. Target Heart Rate Zone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

3. What is Smog and How Does it Impact Your Health?. . . . . . . . . . . . . . . . . . . . . 35

4. What to Do and What Not to Do on Smog Days . . . . . . . . . . . . . . . . . . . . . . . . . 37

5. High Power Carbohydrate Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

6. Average Number of Calories Burned/Minute/Activity . . . . . . . . . . . . . . . . . . . . 39

7. Resources and Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

8. Illustrations of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

9. Training Tracker Summary Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

2 | Stepping Ahead Student Log Book

Student Training Log BookWhy do you need a log book?Stepping Ahead is about improving the skills we all need for physical activity – be that for sport or simply for active modes of transportation.

The idea is to get students like you excited about physical activity by teaching you the skills you need to make physical activity easy and fun. We will help you get your muscles pumped and at the same time encourage you to reduce air pollution by adopting more active modes of transportation (walking, rolling, and running).

We all contribute to air pollution and climate change with each trip we take in fossil fuel burning cars. Instead of being part of the problem, be part of the solution! Challenge yourself to use active forms of transportation to get you where you need to go…..

It’s really a double bonus – you’ll get fitter and help to clean our air at the same time!

We know teenagers have busy lives, but with a bit of planning, and a new awareness of your body’s strength and abilities, we hope you will increase your active transportation (AT).

This Log book will help you to:Set personal training goalsOrganize your training timeTrack key information and see your progress

Having a training log will help you to meet your fitness and AT goals. By planning ahead, you may be able to use active transportation as your training workout (e.g. skate boarding to and from school). Not only will you get a good workout (and get to school!), the environment will benefit from your emission-free transportation choice.

Hey, we can all improve our fitness, and who doesn’t want to have a healthier, fitter body?

“Walking is a big part of my day. Taking the time to walk instead of driving allows me to enjoy some fresh air, wake up a bit more, and re-energize. And it even improves my fitness a little bit more! “ (Kelly Stefanyshyn, Clean Air Champion, Swimming, Olympian)

•••


What type of info do you input into this Log Book?This training log book is divided into three parts: Part I – All About Me An inventory of you, your likes, your goals etc. Part II – Logging It/Setting Goals How to use this log book; how to set personal training goals. Part III – Training Tracker Summary Table (TTST) How to record weekly activities (this table is found on the last page of this log book and is handed in to your teacher).

What exactly do you record?First: You set your own fitness goals with help from this log book

and your teacher.

Second: You record your physical activities and AT trips EACH DAY.

Third: You total your activities at the end of each week and put those totals in a Weekly Tally Totals box and also in the TTST that gets handed in to your teacher.

Fourth: At the end of the program you and your classmates can put all that hard work into a fun community event, such as a duathlon or mini-Olympics.

You just might be totally surprised to see the progress YOU can make over a few weeks. All we ask is you give it your best effort – you will have support from us, your teacher, and our Champions (some of Canada’s top national team, Olympic, and Paralympic athletes). These athletes will be proud of you just for trying! (To meet some of our Champions, visit www.cleanairchampions.ca). This is YOUR log book and the info you record is for your eyes only, with one exception - the very LAST page that is the Training Tracker Summary Table (TTST)

You will hand in the TTST to your teacher for evaluation AND it also doubles as your entry ballot for cool prizes, such as CAA t-shirts and sports paraphernalia. Remember, you must complete the entire program to qualify!

Join us in being a Clean Air Champion

http://www.cleanairchampions.ca


Part I – All About MeOn the following pages you will find simple exercises that let you get reacquainted with YOU! Don’t be shy - this is your personal log and no-one else needs to see what you write.

A. Who Am I? One of the first steps to becoming fitter and stronger is knowing Yourself. The following self-awareness topics will help you to start thinking about who you are and what your goals are. Your answers can be used for the ‘Knowing Yourself Survey’ – take a few minutes to fill out the worksheet on the next page:

1. Knowing your body. Do you get sick a lot? Do you prefer longer, less intense exercise (walking, for example) to more intense forms of exercise (sprinting)?

2. Knowing your thoughts. Are you generally positive, negative or indifferent? Are you passive, determined or content?

3. Knowing your emotions. Are you generally happy, sad, excited, angry, or calm?

4. Knowing yourself. Do you like to be around people or do you prefer to be alone? What are your life goals and dreams?

“For those of you who enjoy sports, or aspire to become an Olympic athlete, or just like being outdoors it is very important to do what you can to help our air and planet earth. One day you will be able to say, “I was responsible for changing the world we live in”. (Marc Martel, Clean Air Champion, Disabled Triathlete and Ironman. To see Marc and other Champions’ profiles, go to www.cleanairchampions.ca and to ‘Champions’.

http://www.cleanairchampions.ca


B. Knowing Yourself Survey

Favourite sport

Favourite colour

Favourite musical group

Favourite song

Favourite food

Hobbies/interests

Something I am good at

Something I wish I were better at

My dream job would be

I would describe myself as

My friends would describe me as

Life Goals:

“Being active keeps me healthy, vibrant, and feeling good about myself. It has given me the opportunity to travel and compete all around the world. I even represented Canada at the 1996 Olympics. Activity keeps life interesting and fun.” (Clayton Miller, Clean Air Champion, Skeet Shooting, Olympian)


Part II – Logging It!A. Recording Daily Physical ActivitiesThe daily log pages help you to meet your goals and see the great progress you have made. The following pages include day and weekly summary tables, and extend over a six week period. If your class commits to less then six weeks of the Stepping Ahead program you may still continue on your own for the full six weeks; just be sure to check this is OK with your teacher.

The daily log page looks like this:

MO

NDA

Y

1. Number of minutes I was active today * _____________

2. Number of minutes I spent on all AT trips ___________

Energy level low med high Sleep 1 2 3 4 5 6 7 8 9 10

* (Includes Stepping Ahead activities, AT, after school sports, etc.)

How do you fill out the daily log?Take a few moments at the end of each day to record the following:

#1: Number of minutes I was active todayThe answer to this is TOTAL for ALL forms of physical activity you undertook today including:

Stepping Ahead lessons and activities (in the Coaches’ Manual and most likely teacher led)After school sports Active Transportation (AT) – walking, rolling, running Weekend activities – playing ball, street hockey, gardening, shoveling snow, skiing, boarding, biking, hiking etc.

#2: Number of minutes I spent on AT todayThe answer to this is the TOTAL number of minutes spent on Active Transportation (AT) for the day. Examples of AT might be:

Walking to and from school,Rollerblading to a friend’s house, Biking to the store to pick up milk.

If you didn’t spend any time on AT trips for the day, think about how you might use AT tomorrow.

•

•••

•••


ENERGY LEVEL: Describe your daily energy by CIRCLING the level that best describes how you felt overall today:

High = great energy level (felt like moving, not sitting!)Medium = average energy (stayed awake in class!)Low = feeling fatigued (definitely need more sleep!)

SLEEP:On a scale of 1 to 10, circle the number which best describes the previous night’s sleep. When rating your sleep, consider the number of hours slept as well as the overall quality of the sleep. 10 = GREAT sleep 5 = GOOD but still a bit tired 1 = POOR sleep

B. Weekly TallyAt the end of each week, add up each day’s values for questions #1, # 2 and #3 and enter the totals in the Weekly Tally Box that looks like this:

•••

WEEKLY TALLY TOTALS

1. Number of minutes I was active this week __________

2. Number of minutes I spent on all AT trips this week __________

Don’t forget to transfer this info to the TTST!

*(Includes Stepping Ahead activities, AT, after school sports, weekend sport play etc.)

GOAL SETTINGWhy Do I Need Goals?We all want to be successful in life. Our Clean Air Champions are successful because they set goals and follow a personal plan. You can do it too! Think about the S.M.A.R.T. principle when setting personal goals:

Planning for Your Goals is………S.M.A.R.T.Specific - make your goals specific - write them down Measurable - measure your progressAttainable - are your goals reachable?Realistic - are your goals realistic?Time - is your time frame reasonable?

The Mental Side of Physical FitnessAsk any of our Champions and they will tell you that A BIG part of sport is PSYCHOLOGICAL. The key is VISUALIZATION – athletes imagine taking the perfect dive, riding the most awesome downhill race, landing an excellent skating jump or just breathing deeply and calmly to keep their focus while on the balance beam. They also imagine some of the things that can go wrong, and prepare themselves mentally for dealing with any situation. So, visualize that personal film strip in your mind and replay it over and over to ensure confidence and success!


HOW TO SET YOUR WEEKLY GOALSA. Physical ActivitiesSetting fitness goals is personal and needs to reflect an honest assessment of where you are, and where you want to take your fitness.

There are several ways you can set fitness goals but the bottom line is to increase the challenges gradually, week by week. In the case of Stepping Ahead, your weekly goals could be geared towards participating in a local event at the end of the SA program. In setting your weekly goals you increase the intensity of your activities so that by week six you feel strong and ready to achieve the final goal you set for yourself.

Another way to set personal training goals is to use a baseline percent increase. A value of 10% is a good place to begin. As an example, if last week you ran continuously for 20 minutes, your goal for next week would be 22 minutes, and so on increasing by 10% each week.

It is important to listen to your body – your breathing – your muscles. If it hurts, or you are so out of breath you cannot carry on a conversation during the activity then the goal level you chose is too high. If the activity is easy and you could increase the repetitions or minutes without much effort, then the goal level needs to be increased.

Be Wise. Be Safe. Give it your Best Effort!

B. Active Transportation – Self Propelled Travel The AT goal is all about challenging yourself to increase your AT (walking, biking, rolling) in your daily travels. Think about ALL the trips you take in a seven day period. Could you switch 1, 2 or maybe as many as 7 trips that you used to take by car to zero greenhouse gas (GHG) emission trips? Remember, it’s a double bonus; a fitter you and cleaner air to breathe.

If your class is also part of the Clean Air Achievers program you can enter your AT trips and find out the amount of greenhouse gases you have prevented from entering our atmosphere. Visit www.cleanairachievers.ca to enter your AT in Trip Tracker.

YOUR GOALSS.M.A.R.T.

Increase Active Transportation

Increase Overall Physical Activity

Healthier You Cleaner Air for All

http://www.cleanairachievers.ca


Sample weekly goals might look like this:

Weekly Goals

Physical Activity:

Increase push-ups by 10% for a total of 15 reps (repetitions)

AT: Ride my bike to karate practice 2 days this week instead of getting a ride from Mom

Setting weekly goals will help keep you focused. If you need additional motivation, find a friend with similar goals and train together.

Personal ChallengeWe also suggest you set a personal challenge to reach by the end of the program. This will give you an overall goal, which will motivate you to stick to the program. Some examples of personal challenges are participating in a community or school event, such as a duathlon or mini-Olympics, or joining a school team, or planning a camping/biking trip with your family.

For more ideas and contact information, see the Resources and Links (Appendix 7).

My personal challenge:

“When pushing yourself to be the best you can be, it’s ok to feel uncomfortable, to feel a little sore or stiff... actually it is very important to train your body and mind that in moderation these feelings are actually a good thing and part of how you become stronger.” (Lorraine Laframboise, National Team Coach, Equestrian/Eventing 1991 - 1994)


PART III – Training Tracker Summary TableThe ONLY part of this log that someone else will read is the Training Tracker Summary Table (TTST). It includes space to record your weekly tally, in minutes, of your physical activity and your active transportation (AT). Check out the TTST on the last page.

A. Physical Activities – Weekly TallyTransfer your WEEKLY TALLY (total number in minutes) of physical activity from your weekly log pages.

Activities could include:school and community sportsphys. ed. classes and intramuralsplaying outside at recess or on weekendschores

B. Active Transportation - Weekly TallyTransfer your WEEKLY TALLY (total number in minutes) of active transportation (AT) from your weekly log pages.

Once you have completed the entire SA program and recorded your data for all weeks, add up each column and write down the grand total. Then, hand in the TTST to your teacher (your teacher may want to check at the midway point also). The TTST is not only important for you to see your great progress in fitness and AT, but it will help your teacher to evaluate your efforts.

“It is so easy to contribute to cleaner air and reducing climate change - we can all be part of the solution by taking small steps like choosing to bike to a friend’s house instead of going by car.” (John Mandick, Clean Air Champion, Rowing Lightweight, Olympian, Candidate for Doctor of Medicine.)

AND, as a way to celebrate your success...

••••


AWARDS AND PRIZES

The TTST is your ENTRY ballot for our Stepping Ahead DRAW for great PRIZES, such as t-shirts and sports paraphernalia. EVERYONE who completes the full SA program is eligible to win prizes. It is REALLY IMPORTANT that you enter your data in the TTST accurately. If you are not sure how, just ask your teacher for help.

And please feel free, at the end of the program, to add your comments about the Stepping Ahead program (write on the back of the TTST if you need space). WE LOVE to HEAR about how things went or what you liked or didn’t like about any aspect of the program.

LOG BOOK CHECKLIST

√ Complete ALL Daily Physical Activity and AT entries

√ Add up Weekly Totals and enter in Weekly Tally Box

√ Transfer these totals into TTST (last page of log book)

√ Hand in the completed TTST to your teacher

√ Make sure your TTST is entered in the draw for great prizes!

“I love active transportation, getting 3 things done in one action: my physical activity, getting to where I need to go and helping the environment! Could not be any better! Fast...Strong...I CAN do it... I am the BEST I can be. Always think positive!” (Isabelle Turcotte Baird, Clean Air Champion, Triathlon, Olympian, Physiotherapist specializing in Cardio Pulmonary Health)


STAYING ON TRACK The Staying on Track pages will help you to focus on the upcoming week(s), and set your S.M.A.R.T. goals. Remember, our Champions faced many challenges and barriers in their road to achieving sport career success – injuries, asthma, financial hardships – yet they persevered. Take heart from their inspirational words!

FINAL REFLECTIONThis is your chance to reflect on the SA program. Through guided questions and exercises you will have the opportunity to reflect on your goals and thoughts, your progress and your achievements.

APPENDICES For more information, check out these great resources located in the Appendices:

I. Measuring Fitness: Heart Rate and Target Heart Rate2. Target Heart Rate Zone3. What is Smog and How Does it Impact your Health?4. What to Do and What Not to Do on Smog Days5. High Power Carbohydrate Foods6. Average Number of Calories Burned/Minute/Activity7. Resources and Links8. Illustrations of Exercises9. Training Tracker Summary Table (TTST)

FINAL THOUGHTSTraining logs are a great tool to help you identify and reach your fitness goals – whatever your level of fitness. Top athletes like our Champions track their daily training in great detail and use their logs to review their progress and set their next goal, be they short or long term. When you use a training log as consistently as you train, you will begin to see positive changes.

Remember to be flexible - - do the best you can with the time you have available. If you don’t reach your weekly goal, don’t get discouraged, just aim for better the next week. The most important thing is to try your best and just get active!

TRAIN HARD... BE S.M.A.R.T…. HAVE FUN!


WEEK ONE Monday, __________ /__________ to Sunday __________ (month / date) (date)

MONDA

Y 1. Number of minutes I was active today * ___________



TUESDA

Y

1. Number of minutes I was active today * ___________



WED

NESDA




THUR

SDAY 1. Number of minutes I was active today * ___________




Weekly Goals

Physical Activity: _________________________________________________

AT: _______________________________________________________


FRID

AY




SATU

RDAY




SUN

DAY




WEEKLY TALLY TOTALS




Tip of the Week: Creating a balance is the best thing you can do with your diet. To achieve a healthy balance, eat lots of different coloured foods from all food categories.


Staying on Track

1. Now that you have completed one week of training, where do you hope to be 5 weeks from now?

2. In terms of diet and water intake, what could you improve on for next week? Set a reasonable goal for yourself (e.g., choose milk/water instead of pop at lunchtime).

3. Remembering the S.M.A.R.T. principles, set your physical activity and active transportation goals for next week. Record these goals at the top of the next page.

Planning for Your Goals is………S.M.A.R.T.

Specific - make your goals specific - write them down Measurable - measure your progressAttainable - are your goals reachable?Realistic - are your goals realistic?Time - is your time frame reasonable?

“Not only am I much happier when I’m physically active, but I want to do everything I can to keep the air we breathe clean and pollution-free.” (Lawrence Keyte, Clean Air Champion, Pentathlon, Olympian)


WEEK TWO Monday, __________ /__________ to Sunday __________ (month / date) (date)

Weekly Goals


AT: _______________________________________________________

MONDA




TUESDA

Y




WED

NESDA




THUR






FRID

AY1. Number of minutes I was active today * ___________



SATU

RDAY




SUN

DAY




WEEKLY TALLY TOTALS




Tip of the Week: Hydrate! Your body is over 75% water and it carries needed nutrients to all your body’s cells. The best way to stay hydrated is to sip water throughout the day.


Staying on Track There’s more to successful training than just exercising your body. Good athletes know that they must strike a balance between a variety of factors, including:

Physical1) training the body2) muscular endurance3) power, speed4) flexibility, agility, technical5) nutrition, rest, sleep

Social/Emotional

1) values, beliefs, ideals2) attitudes & behaviours3) introverted , extroverted4) emotional control

Mental

1) training the mind2) self-awareness/goal setting3) imagery / visualization4) energy management,

control5) preparation, execution6) thought control, self talk

Tactical

1) strategies2) planning3) knowledge4) playing/training5) tactics6) mentoring, coaches, advice

“Cycling has always given me a sense of adventure and exploration. Challenge yourself and your friends to walk or ride to school everyday. Someday it may lead you to representing Canada at the Olympic Games.” (Amy Moore, Clean Air Champion, Cycling, National Team)

Remembering the S.M.A.R.T. principles, set your physical fitness and AT goals

for next week.


WEEK THREE Monday, __________ /__________ to Sunday __________ (month / date) (date)

Weekly Goals


AT: _______________________________________________________

MONDA




TUESDA

Y




WED

NESDA




THUR






FRID

AY




SATU

RDAY




SUN

DAY




WEEKLY TALLY TOTALS




Tip of the Week: Did you know that moderate to vigorous physical activity can improve your concentration, memory, creativity and your mood for up to two hours following exercise? (www.shapeab.com)


Staying on Track1. Now that you have completed three weeks of training, where do you hope to be

in three weeks from now?

2. How was your energy level this week? What could you do to improve your energy for next week? Set a reasonable goal for yourself (e.g., get 8 hours of sleep each night, take time to go for a walk, make sure you eat a good breakfast each morning).

3. Remembering the S.M.A.R.T. principles, set your physical activity and active transportation goals for next week. Record these goals at the top of page 23.

“You’ll always miss 100% of the shots you don’t take.” (Wayne Gretzky, Canadian NHL Hockey Icon)

Did You Know? Lack of sleep, irritability, and rapid changes in blood chemistry (such as blood sugar levels) can affect resting and exercising heart rates. Emotions also play a role in heart rate response. Anger, fear, and anxiety cause rapid heart rates (tachycardia) while feelings of love, compassion and happiness usually result in a lowered heart rate (Source www.heartmonitors.com).


The Bigger PictureTo make sure you have good health over your lifetime it is important to make it a priority. Like a good education, making personal fitness one of your goals is not only important but essential to a long and fulfilling life. Take a moment to think about what some of those longer term goals might be. How does physical fitness play a part in your future?

List 5 things you are doing to improve your health…

1)_____________________________________________

2)_____________________________________________

3)_____________________________________________

4)_____________________________________________

5)_____________________________________________

Active Transportation is great for your health and for the environment. What more can you do to help the environment?

List 5 things you can do every week to help improve our environment…

1)_____________________________________________

2)_____________________________________________

3)_____________________________________________

4)_____________________________________________

5)_____________________________________________


WEEK FOUR Monday, __________ /__________ to Sunday __________ (month / date) (date)

MONDA




TUESDA

Y




WED

NESDA




THUR





Weekly Goals


AT: _______________________________________________________


FRID

AY




SATU

RDAY




SUN

DAY




WEEKLY TALLY TOTALS




Did You Know? The average mid size car costs over $9,000 a year just to keep on the road (i.e. gas, insurance, repairs etc). Just imagine what YOU could do with that money – new bike, cool snowboard, or summer sport camps! (Source: Ottawa Citizen, Saturday, City Section C, January 20 2007).


Staying on Track1. Now that you have completed four weeks of training, where do you hope to be

two weeks from now?

2. In terms of diet and water intake, what could you improve on for next week? Set a reasonable goal for yourself (e.g., choose milk/water instead of pop at lunchtime).

3. Remembering the S.M.A.R.T. principles, set your physical activity and active transportation goals for next week. Record these goals at the top of the next page.

Energy In = Energy OutBelow is a simple exercise you can do to find out if you are putting the right kind of fuel into your body. Instructions:

1. List your favourite foods on a piece of paper.

2. What food groups do these foods belong to? (For the Canada Food Guide, go to http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/fg_rainbow-arc_en_ciel_ga_e.html)

3. Plan and write a 1 day meal plan incorporating your favourite foods.

4. Does your meal fall within Canada’s Food Guide daily recommendations? Is your meal healthy?

5. Does your meal provide enough energy? If not, how could you improve it?

Did You Know By buying fruits and vegetables grown locally or closer to your home you can reduce the air pollution that is created by transporting fruits and vegetables thousands of kilometres from other countries? It’s a great way to help the environment and support local farms in your area.


WEEK FIVE Monday, __________ /__________ to Sunday __________ (month / date) (date)

Weekly Goals


AT: _______________________________________________________

MONDA




TUESDA

Y




WED

NESDA




THUR






FRID

AY1. Number of minutes I was active today * ___________



SATU

RDAY




SUN

DAY




WEEKLY TALLY TOTALS




Nutrition Tip: Substitute pop or flavoured drinks with water, milk or natural fruit juice as they have less sugar and/or caffeine and are much healthier for you. Remember: Energy In = Energy Out.


Staying on Track1. You have completed five week of training. What do you hope to accomplish in

your final week?

2. Since starting the Stepping Ahead program, have you noticed any changes in your body and mind? (e.g. stronger, sleeping better, feeling energized). Please describe below.

3. Remember why we set goals? They give us direction, a sense of value and accomplishment, and provide the basis upon which to set higher goals.

Now, think about the personal challenge you set at the beginning of the Stepping Ahead program. It is just one goal to work towards, and an opportunity to put your physical training and skill development to the test. This is YOUR personal challenge.

Using the S.M.A.R.T. principles as a base, write a detailed description of your goals for your personal challenge.

3. Set your physical activity and active transportation goals for the final week. Record these goals at the top of the next page.

Did You Know? The average car emits close to 5 tonnes of greenhouse gases (GHG) per year. Of all the GHG Canadians produce on a per capita basis, 50% is due to driving our cars. Taking all forms of vehicles into consideration, transportation produces 30% of all GHGs produced in Canada – a major source of GHG that contributes to smog, climate change and serious health impacts (Environment Canada, Green Lane, 2005).


WEEK SIX Monday, __________ /__________ to Sunday __________ (month / date) (date)

Weekly Goals


AT: _______________________________________________________

MONDA




TUESDA

Y




WED

NESDA




THUR






FRID

AY




SATU

RDAY




SUN

DAY




WEEKLY TALLY TOTALS




Did You Know? Research suggests that teens who spend more than two hours a day in front of the television have a significantly lower chance of becoming and remaining active. There is a well documented link between screen time and body weight. The more TV you watch, the more likely you are to be overweight or obese (Source: Healthy Eating for Pre-teens and Teens, Leslie Beck)


Final Program Reflection Way to Go! You made it to the end of the Stepping Ahead program!

1. In general, how did you feel about your training over the past 6 weeks?

2. Review the weekly goals you set for yourself over the program.

Did you reach your goal(s)?

Yes, I reached my weekly goals

I reached some of my weekly goals

No, I did not reach my weekly goals)

3. If you did achieve one or more of your goals, WAY TO GO! Will you set new goals after the Stepping Ahead program? For your summer’s physical activities?

4. If you did not reach your goals, what stopped you?

5. Compare your fitness level this week to week three. Are you feeling fitter? Faster? Stronger?

6. Do you feel ready for your final personal challenge?

“ As a member of Canada’s Olympic Women’s Rowing Team, I know the power of teamwork and the positive effects of a healthy lifestyle. Canadians can work together as a team to make a difference in air quality and in reducing climate change. We help ourselves and the environment!” (Rosalyn Macleod, Clean Air Champion, Rowing Eights, Olympian)


AppendicesI. Measuring Fitness: Heart Rate and Target Heart Rate2. Target Heart Rate Zone3. What is Smog and How Does it Impact Your Health?4. What to Do and What Not to Do on Smog Days5. High Power Carbohydrate Foods6. Average Number of Calories Burned/Minute/Activity7. Resources and Links8. Illustrations of Exercises9. Training Tracker Summary Table (TTST)


1. Measuring Fitness: Heart Rate & Target Heart RateYour heart rate determines how hard you are working during physical activity. It is an excellent measure of fitness; the higher your heart rate, the harder you are working.

Determining Your Heart Rate:Steps to determine your heart rate while at rest or during or after physical activity:

1. First take a few moments to determine your ‘at rest’ heart rate. The easiest way to do this is to find your pulse (either in your neck or on your wrist)

My ‘at rest’ heart rate count is ________________ beats in 10 seconds.

2. Multiply this number by 6. This will give your ‘at rest’ heart rate for one minute.

My ‘at rest’ heart rate is _____________ beats per minute.

3. Now run on the spot (or around the gym for one minute) After completing one minute of running take your heart rate count again.

After running my heart rate is _________ for 10 seconds.

4. Now multiply this number by 6. This will give you, your heart rate after one minute of physical activity.

My heart rate after running for 1 minute is _____________ beats per minute.

Did You Know? The fitter you are, the less often your heart contracts - thus saving heartbeats. Through the phenomenon of the training effect, resting heart rates can drop by as much as 10-30 beats per minute. When extended over a lifetime, this can equate to hundreds of millions of heartbeats! (Source: http://www.heartmonitors.com/exercisetips/changing_heartrate.htm )


2. Target Heart Rate ZoneIn order to have a productive workout, you must work within your target heart rate zone. Your target Heart Rate Zone (HR) is the HR you are aiming for during a workout or activity. To find your zone use this basic formula.

Step One: 220 – your age= ___________

Step Two: Now multiply that number by how hard you want to work out using percentages (50% low – 100% maximum)

Step Three: Then divide that number by 6

Example: If you are 15 years old, and want to work out at 70% of your maximum

Step One: 220 - 15 = 205

Step Two: 205 x 70% = 143.5 (beats per minute)

Step Three: 143.5 / 6 = 23.9 (beats per 10 seconds)

Your desired heart rate = 143.5 beats/minute OR 24 beats/ten seconds

To determine your Target Heart Rate Zone:

Step One: 220 – your age: _______________ Answer Step One

Step Two: _______________ x ___________ = ________________ Answer Step One Workout % Answer Step Two

Step Three: _______________ ÷ 6 = __________________________ Answer Step Two Your desired HR for 10 seconds

Your Target Heart Rate Zone: ___________


3. What is Smog and How Does it Impact Health?The two primary pollutants in smog are ground-level ozone (O3) and particulate matter (PM). High levels of smog are typically associated with the summer due to the presence of sunlight and warmer temperatures. However, the smog problem actually occurs throughout the year, with winter smog (due to particulate matter contributions rather than ozone) being a serious concern when stagnant air causes a build up of pollutants in the air. This is usually caused by increased wood heating and vehicle usage in the winter months.

Health - Smog has been identified as a contributing factor in thousands of premature deaths across the country each year, as well as increased hospital visits, doctor visits and hundreds of thousands of lost days at work and school.

Environmental - Problems attributed to smog include effects on visibility due to the haze (mainly due to fine particulate matter), loss of vegetation, and damage to buildings, monuments and other structures.

Smog and Your Health: The Human Respiratory System

Your respiratory system is dominated by your lungs. They bring fresh oxygen (O2) into your body and expel carbon dioxide (CO2). Oxygen travels from your lungs through the bloodstream to the cells in all parts of your body. Cells use the oxygen as fuel and give off carbon dioxide as waste gas. The waste gas is carried by the bloodstream back to the lungs to be exhaled.

The lungs accomplish this vital process - called gas exchange - using an automatic and quickly adjusting control system. This gas exchange process occurs in combination with your central nervous system, blood circulatory system, and your chest and diaphragm muscles.

In addition to gas exchange, your lungs and the other parts of your respiratory system have other important jobs related to breathing. These include:

• Bringing all air to the proper body temperature

• Moisturizing the inhaled air for necessary humidity

• Protecting the body from harmful substances by coughing sneezing or filtering them, or by alerting the body through your sense of smell

• Defending the lungs with cilia (tiny hair-like structures) and mucous, which act to remove harmful substances deposited in the respiratory system

http://www.ec.gc.ca/cleanair-airpur/Health_Concerns-WSC8A1FE65-1_En.htm

http://www.ec.gc.ca/cleanair-airpur/Envrionment_Impacts-WS62D68640-1_En.htm


The Human Respiratory System

The Impact on Your Lungs Lung tissue cells can be injured directly by air pollutants such as particulates, ground-level ozone, metals and free radicals. Ozone can damage the alveoli – the individual air sacs in the lung where oxygen and carbon dioxide are exchanged.

Lung tissue has an abundant blood supply that can carry toxic substances and their metabolites to distant organs. In response to toxins, your lung cells also release a variety of potent chemical mediators that may critically affect the function of other organs such as those of the cardiovascular system. This may also cause lung inflammation and impair lung function.

ParticulatesParticulates, a key component of smog are deposited through inhalation (breathing) into the lungs. The damage varies based on the size of the particles and can vary widely. Larger (coarse) particles in air pollution are more likely to deposit in the upper airways of your lungs, and affect this part of your lungs. Smaller (fine) particles penetrate deeply into the alveolar region of the lungs and appear to be able to affect more basic lung function. These effects may be related to aspects of the chemistry or physical nature of the particles.

Your lungs are built to bring large quantities of air (on average, 400 million litres in a lifetime) into the body, to deliver oxygen. Air pollutants can hinder the lungs from being able to collect and deliver oxygen. But more importantly, they can cause long-term tissue damage or exacerbate existing health concerns such as asthma. Asthma can be aggravated by exposure to air pollution. Asthma causes the lung’s bronchial tubes (airways) to become inflamed and swollen, blocking the flow of air and causing symptoms like wheezing, coughing, chest tightness and shortness of breath.

It’s one of the most prevalent chronic conditions in Canadian children and is also a serious problem in adults. According to the 1998-99 National Population Health Survey (NPHS), it affects 2.5 million Canadians — 8 percent of adults and 12 percent of children.


Does poor air quality cause asthma? More research needs to be conducted to answer this question definitively. However, there is no debate that poor air quality aggravates and can worsen existing asthma. Some new studies undertaken in California, Israel and Taiwan, show an association between outdoor air pollution and the development of asthma in children and adults. Health Canada data also suggests that long-term exposure to air pollution may slow lung growth in children. What we know for certain is that poor air quality has only negative impacts on human health. This is why you must take care on smog days. (Source http://www.ec.gc.ca/cleanair-airpur/Health_Concerns-WSC8A1FE65-1_En.htm)

“My asthma is controlled at the present time by the help of my medications. I do however have relapses when I travel to a polluted city”. (Karen Furneaux, Clean Air Champion, Sprint Kayak, Canadian Champion, World Champion, Olympian, Asthma Sufferer)

4. What to Do & What Not to Do on Smog DaysStudy after study shows that the overall health benefits of exercising far outweigh the alternative of not exercising at all -- even despite the associated risks of exposure to air pollution and smog (Canadian Association of Physicians for the Environment, 2003).

However -- we urge you to exercise caution and common sense and follow these guidelines on smog alert days:

• Exercise indoors if this is possible.

• Exercise very early in the am before peak traffic times or after evening rush hour.

• Choose locations to exercise as far away as possible from traffic areas.

• Stay indoors at times of high traffic or go to a gym or indoor play center.

• Make sure you or your younger siblings are not playing near traffic areas. Better yet, go to a park area away from traffic and at off peak traffic times.

• On hot days, close blinds and use fans instead of air conditioners – they consume high amount of energy thereby add to air pollution.

• Make your ‘day off’ on a smog alert day and modify your outdoor training days/times to minimize exposure to smog.

• Use human-powered or electric rather than gasoline-powered lawn equipment.

• Leave your car behind (or get your parents to) and walk, ride, run, roll or take public transit or carpool at off peak traffic times to get places.

http://www.ec.gc.ca/cleanair-airpur/Health_Concerns-WSC8A1FE65-1_En.htm


5. High Power Carbohydrate Foods HIGHER POWER (GO) FOODS LOWER POWER (SLOW) FOODS

SPAGHETTI, NOODLES, MACARONI

Top with tomato sauce and vegetables to add more carbohydrates

Meat, cream, and cheese sauces add a great deal of unwanted fat

RICE

Steamed or boiled is best. Try brown rice for more nutrients.

Chinese fried rice has added fat from the oil, meat and eggs

POTATOES, YAMS, SWEET POTATO

Potatoes are best baked, boiled or mashed. Orange yams and sweet potatoes are packed with nutrients.

Fries, hash browns.Avoid or limit those high fat toppings such as gravy, butter and sour cream.

DRIED BEANS, PEAS, LENTILS

Chili, baked beans, split pea soup Refried beans may be made with lard BREAD, ROLLS

Whole grain breads contain more nutrients than whole breads. Bagels, Kaiser rolls, soft tortillas.

Croissants, cheese bread, pastries and donuts. Fried tortilla shells/chips.

CRACKERS, PRETZELS, POPCORN

Stone wheat, rye crips, saltines. Hot air, unbuttered popcorn.

Light and crispy crackers like Ritz, Breton are high in fat. Oil popped, pre-bagged and microwave popcorn contains at least 50% calories from fat.

MUFFINS, PANCAKES

Use butter sparingly. To add more carbohydrates spread muffins with jam/jelly and top pancakes with syrup, honey.

Avoid the jumbo supermarket muffins which are high in fat and sugar

CEREALS

Hot cereals, oatmeal, cream of wheat. For cold cereals choose dense cereals (Raisin Bran, Grape Nuts). Add raisins, bananas, canned fruit. Use low fat milk.

Sweetened cereals (Cap’n Crunch, Froot Loops) are high in sugar but contain very few nutrients

VEGETABLES/FRUIT

Fresh, canned, frozen or dried. Choose dense fruits (bananas, pineapple).

Eating large amounts may cause diarrhea

JUICES

Apple, pineapple, cranberry, peach, pear, apricot nectars. Blend fruit and juice drinks using yogurt or frozen juice concentrates.

Orange, grapefruit and tomato juice contain less carbohydrates

DESSERTS

Choose low fat desserts (apple crisp, fig bars, cobbler)

Avoid high fat desserts (cheesecakes, shortbread, ice cream, custards)

LOW FAT YOGURT, ICE MILK, SHERBET

Low fat yogurt, ice milk and shebet are good alternatives to ice cream.

Gourmet ice creams and some gourmet frozen yogurts may be high in fat. Milkshakes often high in fat.

CANDY, SUGAR, BEVERAGES

Jelly Beans, gum drops, marshmallows, syrup, jellies, honey, sugar

Pure sugars provide high carbohydrates, but very few nutrients.

(Source: Kids of Steel Training Program)


6. Average Number of Calories Burned / Minute / Activity

Calories Burned Per Minute for Various ActivitiesEstimated calories burned are based on activities per minute. Actual calories burned vary with your individual body weight - the more you weigh, the more you burn, as indicated by the chart.

Activity Weight in lbs.: 105 - 115

Weight in lbs.: 127 - 137



Aerobic dancing 5.8 6.6 7.8 8.6

Basketball 9.8 11.2 13.2 14.5

Bicycling -stationary 10 mph 5.5 6.3 7.8 8.3

Bicycling -stationary 20 mph 11.7 13.3 15.6 17.8

Bicycling - 10 mph 5.5 6.3 7.8 14.5

Dancing - fast 3.3 3.8 4.4 4.9

Golf – no cart 3.3 3.8 4.4 4.9

Hiking - with backpack 5.9 6.7 7.9 8.8

Jogging - 5 mph 8.6 9.2 11.5 12.7

Lawn mowing (power motor) 3.5 4.0 4.8 5.2

Running - 8 mph 10.4 11.9 14.2 17.3

Skateboarding 8.6 9.2 11.5 12.7

Skating - fast 8.1 9.3 10.9 12

Skiing - downhill 7.8 10.4 12.3 13.3

Skiing - cross country 13.1 15 17.8 19.4

Snow shoveling - light 7.9 9.1 10.8 12.5

Snow shoveling - heavy 13.8 15.7 18.5 20.5

Stair climbing - normal speed 5.9 6.7 7.9 8.8

Swimming - slow 3.9 4.5 5.3 6.8

Swimming - fast 11 12.5 14.8 17.9

Tennis (singles) 7.8 8.9 10.5 11.6

Volleyball 7.8 8.9 10.5 11.6

Walking - 2 mph 2.4 2.8 3.3 3.6

Walking - 4 mph 4.5 5.2 6.1 6.8(Source: http://www.coolnurse.com/index.htm)

http://www.coolnurse.com/index.htm


7. Resources and Links

National Sport, Active Living & Healthy Eating Organizations

Canadian Association for Health, Physical Education, Recreation and DanceInfluencing the healthy development of children and youth by advocating for quality, school-based physical and health education. www.cahperd.ca

Canadian Association for the Advancement of Women & Sport & Physical ActivityIncreasing opportunities and encouraging girls and women to participate and lead in sport and physical activity in Canada. www.caaws.ca

Canadian Lung AssociationA national, non-profit organization committed to improving respiratory health through research, education and the promotion of healthy living. www.lung.ca

Coalition for Active LivingThe Coalition is made up of hundreds of groups, organizations and individuals committed to ensuring the environments where we live, learn, work and play support regular physical activity. www.activeliving.ca

Go for GreenEncouraging Canadians to pursue healthy, outdoor physical activities while being good environmental citizens. Programs include Active and Safe Routes to School, Winter Green, Ice Dreams and the National Go for Green Awards. www.goforgreen.ca

Public Health Agency of CanadaFocussed on more effective efforts to prevent chronic diseases, prevent injuries, and respond to public health emergencies and infectious disease outbreaks.www.phac-aspc.gc.ca

Safe School CentresSources of information, resources, training and examples of effective programs to help schools and communities address a range of safety issues.www.edu.gov.on.ca/safeschl/eng/index.html

Dieticians of CanadaFood and nutrition professionals committed to the health and well-being of Canadians. Website includes Mission Nutrition and Eat Well, Play Well. www.dieticians.ca

http://www.cahperd.ca

http://www.caaws.ca

http://www.lung.ca

http://www.activeliving.ca

http://www.goforgreen.ca

http://www.phac-aspc.gc.ca

http://www.edu.gov.on.ca/safeschl/eng/index.html

http://www.dieticians.ca

http://www.dieticians.ca


Ontario Organizations, Sport Clubs & Activities

Ontario Physical & Health Education Associationwww.ophea.net

Ontario Sport Alliancewww.sportalliance.com

Active 2010 – Ontario Ministry of Health Promotion’s Sport and Physical Activity StrategyACTIVE2010 is a comprehensive strategy to increase participation in sport and physical activity throughout Ontario. http://www.mhp.gov.on.ca/english/sportandrec/active2010.asp

Public Health Agency of Canada – Summer/Winter ActiveSummerActive is the counterpart to WinterActive, a national community mobilization initiative designed to help Canadians improve their health by encouraging and supporting their first steps towards regular physical activity, healthy eating, living a tobacco-free lifestyle and participating in sport activities.http://www.phac-aspc.gc.ca/pau-uap/fitness/summeractive/index.html

Ontario Triathlon Association (OAT)http://www.triathlonontario.com/hm/

Kids of Steel Triathlon/Duathlon SeriesKids of Steel events are designed to offer those aged 6 to 19 years of age an opportunity to participate in Triathlon. Emphasis is on fun and safety. Race distances offer a challenge, yet are short enough to be completed. The Kids of Steel Series is coordinated by OAT (see above). All participants must be members of OAT.http://www.triathlonontario.com/hm/inside.php?id=3

Sports & Outdoors – Canada A listing of sport and outdoor sports, clubs and activities all across Canada that includes a search engine for local or provincial organizations and sports.http://www.shopincanada.com/Sports___Outdoors/

http://www.ophea.net

http://www.sportalliance.com

http://www.active2010.ca/

http://www.mhp.gov.on.ca/english/sportandrec/active2010.asp

http://www.mhp.gov.on.ca/english/sportandrec/active2010.asp

http://www.phac-aspc.gc.ca/pau-uap/fitness/summeractive/index.html

http://www.triathlonontario.com/hm/

http://www.triathlonontario.com/hm/inside.php?id=3

http://www.shopincanada.com/Sports___Outdoors/


Sport & Recreation – Alphabetical by City/Region

Barry-Muskoka A comprehensive listing of over 40 sports, clubs and organizations in the Barry-Muskoka areas:http://www.foundlocally.com/Barrie/Sports/index.htm

Caledon - Canadian Cross Training ClubSituated in the Municipality of the Town of Caledon, Ontario, C3 is a non-profit club connecting people of all ages with a healthy multi sport lifestyle and achievable athletic goals. http://www.c3online.ca/kids.shtml

Oakville & HaltonA comprehensive listing of sport and recreation clubs and associations in the Halton region: http://www.foundlocally.com/Oakville/Sports/Rec-SportsLeagues.htm

OttawaA comprehensive listing of sports in and around Ottawa:http://ottawastart.com/sports.phphttp://www.foundlocally.com/Ottawa/Sports/index.htm

Peterborough & Kawarthas TourismA comprehensive listing of outdoor activities in and around Peterborough:http://thekawarthas.net/sportsrec.php

Simcoe County Sports AllianceA comprehensive listing of sports clubs, activities and listings in Simcoe County:http://www.simcoesports.ca/cgi-bin/disppage.cgi?Page=Home

Thunder BayA comprehensive listing of sports in Thunder Bay and area, as well as links to many other sport and recreation organizations in Ontario and Canada:http://thunderbay.foundlocally.com/Sports/index.htm

TimminsA complete listing of sports and activities in and around Timmins:http://channels.timminsdirect.info/Sports_Health/Sports_Recreation/Triathlon/

Toronto http://themegacity.com/sports/

Windsor A comprehensive listing of sports in and around Windsor:http://relocatecanada.com/windsor/sport.html

Note: By entering the name of your city or region and the words ‘sports’ or ‘recreation’ in Google (or a similar search engine), you are likely to find several listings of organizations, clubs and sport events in your community.

http://www.foundlocally.com/Barrie/Sports/index.htm

http://www.c3online.ca/kids.shtml

http://www.foundlocally.com/Oakville/Sports/Rec-SportsLeagues.htm

http://ottawastart.com/sports.php

http://www.foundlocally.com/Ottawa/Sports/index.htm

http://thekawarthas.net/sportsrec.php

http://thunderbay.foundlocally.com/Sports/index.htm

http://channels.timminsdirect.info/Sports_Health/Sports_Recreation/Triathlon/

http://themegacity.com/sports/

http://relocatecanada.com/windsor/sport.html


8. Illustrations of Exercises

Pushups

Crunches

Push Ups

1. Three starting position i. Hands, knees and toes on the ground ii. Hands and knees on the ground iii. Hands and toes on the ground2. Push up until elbows fully extended3. Lower slowly until chest is 2-4 inches from the

ground

CUES: Body must move as one unit, straight bodyline from shoulders to ankles. Athletes should not have buttocks pushed up into the air. Lower until the elbows are at a 90 degree bend.

Double Leg Hops

1. Using a row of 4-6 cones or barriers (4 to 6 inches high) set in a straight line about 3-4 feet apart

2. Stand with feet shoulder width apart at one end of the line of cones

3. Keeping feet shoulder width apart, jump over each cone in succession

4. Use a double arm swing to increase power and momentum

5. Land on both feet, immediately bending at the waist to absorb the landing and engage lower legs

6. Spine remains straight throughout the exercise

Note: Jumps should remain in control. Ensure proper bend at hips to absorb shock (reduces injury potential) and to load legs for next jump.

Crunches

1. Lie flat on back with knees raised, feet flat 2. Place hands behind head3. Lift shoulders off ground, stopping when blades

just off floor4. Hold for a count of 2 seconds5. Roll down slowly and repeat

CUES: Remind athletes to roll up from their abdomen and not their shoulders. Suggest they tuck in their chin and focus on the contraction of their abdominal muscles.

Double Leg Hops


Single Leg Burpee

Skipping

Skipping

1. Normal skipping position2. Athletes should not be jumping more than 2-3

inches off the ground3. Change foot strikes (two feet , one foot, running

skip)4. Spine remains straight

Single Leg Burpee

1. In pushup position, right leg bent under chest and left leg extended

2. Exchange leg positions

CUES: Back leg always fully extended no bending at the knee. Athletes should not be jumping up, but pulling in to the chest to exchange leg position.

Nutrition Tip:Tests show students perform better mentally and physically when they eat breakfast. Grab-n-go breakfast items include a fruit smoothie, trail mix, yogurt, cheese and crackers, fruit, and leftovers (Source: www.munsonhealthcare.org).

Health Tip:Research shows that all mammals need sleep, and that sleep regulates mood and is related to learning and memory functions. Not only will getting your zzzs help you perform on a test, learn a new skill or help you stay on task, but it may also be a critical factor in your health, weight and energy level (National Sleep Foundation, 2006).Nutrition Tip:Tests show students perform better mentally and physically when they eat breakfast. Grab-n-go breakfast items include a fruit smoothie, trail mix, yogurt, cheese and crackers, fruit, and leftovers (Source: www.munsonhealthcare.org).

http://www.munsonhealthcare.org

http://www.munsonhealthcare.org


9. Training Tracker Summary Table (TTST)

Name: ____________________________________________________________________

Teacher:___________________________________________ Class: _________________

WEEKLY ACTIVITY TALLY(from weekly log pages)

#1 Total Activity (# of Minutes)

#2 Total AT Trips (# of Minutes)

Week One

Week Two

Week Three

Teacher comments:

Week Four

Week Five

Week Six

Totals

FOR TEACHERS ONLY:

Total number of weeks this student participated in SA: ___________

Teacher Signature: __________________________________________

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Please tear out and send original to:

Clean Air Champions45 Fentiman Ave.

Ottawa ON K1S 0T5


“It (SA&CAA program) really made me want to walk instead of getting a drive. Also, I think its a great program for kids because it opens their eyes and see how much its going to affect them when they get older and make them do something about it.” ~ Student Participant, CAA 2006-07

“For those of you who enjoy sports, or aspire to become an Olympic athlete, or just like being outdoors, it is very important to do what you can to help our air and planet. One day you will be able to say ‘I was responsible for changing the world we live in’.” ~ Clean Air Champion Marc Martel, Ironman Triathlete and former National Rowing Team Member

“I believe that this program is an EXCELLENT program for children my age…I am proud to be in such a program and to do my part to help our environment!” ~ Student Participant, CAA 2006-07

OTTAWA

S

WIM - BIKE - RUN

KIDS

RACE SERIES

TRIATHLON


This project is supported by the Government of Ontario and the Ontario Trillium Foundation.

Documents

bigdatabase.cabigdatabase.ca/big-html/secure/wpc/2007-PDF/CLEAN AIR CHAMPIO… · 45-097 (2006/12) © Queen’s Printer for Ontario, 2006 Page 1 of 23 Ministry of Health Promotion