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.
Written by Tiffany Chung, Don Galbraith Award Winner 2019-20, Tyndale University College Students will learn how matter can go through a physical change by changing from one state to another. They... read more
Categories: Lab/Student Activity
Introducing students to the periodic table in grade 9 involves teaching properties of elements (metals/non-metals/metalloids), groups (alkali metals, etc.), and how to read standard atomic notation.... read more