This student-centered inquiry consists of 2 parts to help make the concepts in climate change relevant and applicable to the student’s lives. The first part is an inquiry using the scientific method into one aspect of climate change. The students are tasked with ‘proving’ climate change is real using a selected inquiry question. For Part 2, once all students have shared their findings, they are then tasked with a more project-based learning approach. They will use the engineering design process (also known as design thinking) to create something that answers their question regarding climate change.
The purpose of this activity was to increase my grade 9 students' scientific literacy and research skills. I was finding that an increasing number of my students weren't able to apply critical... read more
This learning experience can be used as a culminating activity (in lieu of a final exam) or as a project that covers a number of strands. In an attempt to find out if it is possible to build a... read more