Learning Process

Unit plan clean energy

Unit Plan

We made this unit plan so that we know what to inquire into and what questions we have. All of us contributed and made questions so that we had a group opinion.

Clean Energy Team Annotated Bibliography

Annotated Bibliography

We had an annotated bibliography to write down facts to remember and where we learned. It is easier to access than a regular source list because we have more of a description, so we do not have to go digging to find the source again.

Lines of Inquiry and Transdisciplinary theme

The lines of inquiry helps us make decisions and reminds us of what we are to inquire.

  1. An inquiry into the potential of energy.

  2. An inquiry into the connection between clean energy and the world.

  3. An inquiry into the perspectives that affect the usage of energy.

Transdisciplinary Theme

The TDT helps us gain a clear understanding of the grand idea and picture.

How the world works: An inquiry into the natural world and its laws; The interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; The impact of scientific and technological advances on society and the environment.

Concept Questions

These questions help us understand more about what we are doing and our issue. These questions can help drive a great inquiry.

Function questions: How does energy work? Why do we use it? What is its potential?

Connection questions: How is it linked to other things? How does energy conversion affect the amount of energy produced? How does perspective affect the usage of energy?

Perspective questions: What are the different points of view? In what situations will people choose a different energy source? Will the weather affect the points of view?

Key and Related Concepts

The key and related concepts help create the lines of inquiry and help drive a good inquiry.

Function: Solar energy, hydro energy

Connection: Greenhouse effect, energy conversion, storing energy

Perspective: Electricity, value

Lines of inquiry Questions

The questions for the important lines of inquiry help engage our thinking into a much more deeper spot.

1. An inquiry into the potential of energy.

    1. What are the potentials of energy? (function, form)

    2. How and why do we need energy? (Causation, responsibility, function)

    3. What are the potentials of different types of energy? (Function, form)

    4. How is one source of energy better than others? (perspective, function, causation)

    5. What are some situations when you don’t need to use energy? (Causation, function, responsibility, perspective)

2. An inquiry into the links between clean energy and other issues.

    1. How does the use of energy affect the environment? (connection, causation)

    2. Why do we need to consider alternative energy sources? (responsibility, connection)

    3. How does the situation affect energy use? (connection, causation)

    4. How does energy use affect the economy? (connection, causation, form)

    5. How do different energy sources affect things differently? (connection,causation)

3. An inquiry into how perspectives affect the usage of clean and electrical energy.

    1. How can perspectives change the usage of energy? (perspective, change, form)

    2. What are the different points of view about energy and how do they change? (form, perspective, change)

    3. In what times would people not need energy and they think they do? (responsibility, perspective)

    4. Will weather affect energy usage and how? (form, causation, connection, perspective)

    5. In what situations would people use a different energy source? (change, causation, perspective)

Central Idea

The central idea is what our learning journey is all about.

Collaborative inquiry is a journey which empowers students to demonstrate lifelong skills and dispositions that lead to action.

What is the purpose of a unit plan?

We made the unit plan so that we knew what to work on. Clean energy could go so many different ways, so we chose 3. Those are our lines of inquiry. We also chose some key concepts that will help us to understand the unit and that connect to the lines of inquiry. We created concept questions for each of the key concepts and line of inquiry questions for each of the lines of inquiry, so we could all be on track to answer the same questions. For our bibliography, go to the components page or click on the button below. The 5th grade teachers chose our central idea for us so that we could start exhibition on track.

Our Process

Our process

During our entire learning journey through PYPX, we have documented our process. We hope you enjoy a series of posters, each poster represents one week. In each poster we have written down lots about what we did in our journey, and some posters even have perspective taken to account! We followed our essential agreements and tried our best to avoid conflicts. On the way we did have several conflicts, but we managed to get over them. We are excited to share a journey we are proud of with you.