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Which method of generating electricity would be best for our community?

Which method of generating electricity would be best for our community?

Students evaluate the advantages and challenges of various methods of electrical energy generation. To begin, students practice using a circular graph to create a visual profile of the attributes of a season. Students then rate aspects of various methods of generating electricity. Using these rating…
Sujets: Science
Années: 7, 8, 9
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Which type of solar PV cell is best?

Which type of solar PV cell is best?

Students learn about the features and characteristics of the four main types of solar PV cells. To begin the lesson, students develop the criteria to determine the suitability of solar PV cells for various applications. Students then use the criteria to identify the distinguishing features and chara…
Sujets: Science
Années: 10, 11, 12
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Which vehicle is better for the environment: electric or gasoline-powered?

Which vehicle is better for the environment: electric or gasoline-powered?

Students examine strategies that can be used to address the environmental impacts of electric and internal combustion-powered vehicles. To begin the lesson, students develop the criteria to determine which type of vehicle is better for the environment. Students then identify evidence that could be u…
Sujets: Science
Années: 10, 11, 12
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Who am I?

Who am I?

Students prepare a charade of a role found in an assigned place in the community. Using criteria for an effective charade, which includes showing an important need met by their role, students practise and then perform their charade for the rest of the class. Their classmates then guess the role port…
Sujets: Études sociales
Années: M, 1, 2, 3
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Who done it?

Who done it?

Students read the short story The Moose and the Sparrow and examine the evidence to determine whether the death of the character Moose Maddon was accidental or deliberate. Students then write an epilogue to the story to express their opinion.
Sujets: Anglais/arts langagiers
Années: 7, 8, 9, 10, 11, 12
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Who is contributing?

Who is contributing?

Students work in groups to share what they learned about how an assigned character in a story helped others and the results of his or her actions. Students then consider their own behaviour in the classroom and identify the actions that only benefit themselves and those that contribute to the group.…
Sujets: Études sociales
Années: M
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