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.
Related Resources:
SNC1D - FRAMING ECOLOGY: THE IMPACTS OF FOOD PRODUCTION ON ECOSYSTEMS
Categories: Lab/Student Activity, Lesson Plan, Unit Plan
Students worked in assigned teams (heterogeneous groupings) to research and analyze the impacts of food production on ecosystems, to evaluate the sustainability of our food production and to suggest... read more
How Can We Use Optics to Maximize Food Production? SNC2D SNC2P
Categories: General Interest, Lab/Student Activity
In this inquiry-based activity, students will design and build a model of a greenhouse using mirrors and/or lenses that can be used to grow food all year. They will use their knowledge of optics to... read more
TO BUILD OR NOT TO BUILD, THAT IS THE DISCUSSION
Categories: Lab/Student Activity
The students will be holding a community meeting to discuss local issues that are related to biodiversity. In order to prepare the students for this inquiry, the teacher needs to lay the groundwork... read more