This learning experience will develop an understanding of biodiversity through inquiry, related to the overall Science expectations, as well as some of the expectations in Language and Social Studies. The process begins with critical questions related to students’ own lives and the impact they have on their local environment. Authentic inquiry-based learning occurs in a very organic way through this activity, honouring the distinct culture of a classroom, and being responsive to students’ needs. Various experiences may include, but are not limited to: experiential learning, research of content (online or otherwise), and documentation. Assessment as learning focuses on small group discussions, ongoing feedback, sharing of new knowledge, research, self-assessment, and further inquiry/questions. Culminating learning experiences may take on various forms/formats (i.e., digital). Students are also invited to share with others, enabling student agency in their school and local community.
In this activity, students learn about engineering design by constructing elastic powered cars from everyday materials that can travel in a straight line for a distance of at least 3 meters within a... read more
This unit focuses on students' approach to building with various materials. Teachers can observe students' construction with manipulatives and scaffold their knowledge by posing problem-based... read more
by ERIN KEYZERS The purpose of these lessons is to integrate robotics (micro-controllers such as Arduino boards) and computational thinking/coding within the Grade 9 Science curriculum. This... read more