Framework for Learning

Curriculular Focus: English Language Arts, Science
Level: Grade 9 (interdisciplinary classroom)
Time Frame: 4 weeks
Global Competency Focus
- Communication
- Critical Thinking
Learning Experience and Assessment Focus
- Supporting learning that is authentic, social, and purposeful
- Infusing multiliteracies and technologies through diverse pedagogical approaches within and across disciplines

Can I Get a Watt Watt?!

In what ways can your home use energy more efficiently?

Grade 9 learners were given the driving question, “In what ways can your home use energy more efficiently?” Before diving into analyzing their homes, learners were introduced to foundational learning about electricity through a variety of learning centres. Videos, experiments, and research were used to expand learners’ understanding of how electricity works.

Learners worked in collaborative groups to complete the learning centre activities, and then asked reflective questions to help them apply the knowledge they had learned to their own home context.

In addition to learning centres, learners were presented with a variety of articles and videos regarding sustainability and the use and creation of electricity. They participated in discussion circles to share their thinking about the content of the articles, thinking critically about what they read, and more specifically, how electricity (or lack thereof) may impact quality of life. They also brainstormed ways they could incorporate their new ideas into their own homes, weighing the pros and cons of options, based on what they knew about their family and how they used electricity.

Using additional research, asking clarifying questions to further learning and the knowledge they had already gained, learners created a pitch to present to their parents/guardians about ways they could make their home more energy efficient. Each pitch included a visual of some sort (poster, PowerPoint, infographic, etc.) and a speech, taking into account audience and purpose. Learners met with different peer groupings throughout their pitch creation to receive feedback and make revisions. Pitches happened at home and parents were given a feedback form to complete and send back to the school. Any learner who was not able to present to a guardian was given the option to present to another staff member. At the end of the project, learners reflected on their learning through small group conversations about how their pitches went, written reflections, and individual conferences with their teacher.

Additional Information

Assessment:

Each learning centre had a culminating activity to demonstrate understanding.
A rubric was used to assess outcomes from pitches.
Participation in discussion circles and a final written assignment on how electricity impacts quality of life were assessed.
Assessment was done through teacher observation, written work, and conferencing with learners mainly through rubrics.

Learning centres are most successful when they include hands-on activities but can be done using virtual simulations. Topics included the following:

building circuits
comparing lightbulbs
conductors versus insulators
reading your hydro bill
induction versus conduction
electrostatics
qualitative versus quantitative writing

Discussion Circle Topics:

solar panels in Canada
teenage inventors: Kelvin Doe, Ann Makosinski
First Nations communities’ recent connection to electrical grid

Dimensions of Global Competencies in Action

Critical Thinking

Learners ask relevant and clarifying questions to further learning.
Learners develop informed opinions and make judgments, based on observation, experience, and evidence.
Learners weigh criteria to make ethical decisions.

Communication

Learners express ideas and emotions while following context cues (e.g., text features, non-verbal communication, tone of voice, digital images or icons) and conventions.
Learners thoughtfully consider audience, purpose, context, modes, and forms to effectively share ideas.