Research

Big Ideas

• Electrical energy plays a significant role in society, and its production has an impact on the environment. (Overall expectation 1)

• Society must find ways to minimize the impact of energy production on the environment. (Overall expectation 1)

Overall Curriculum Expectations

• To evaluate the impact of the use of electricity on both the way we live and the environment

Specific Curriculum Expectations

1.1 assess the short- and long-term environmental effects of the different ways in which electricity is generated in Canada (e.g., hydro, thermal, nuclear, wind, solar), including the effect of each method on natural resources and living things in the environment

1.2 Assess opportunities for reducing electricity consumption at home or at school that could affect the use of non-renewable resources in a positive way or reduce the impact of electricity generation on the environment

Cross-Curriculum Opportunities

1. Literacy / media literacy

   • All areas of the Language Curriculum will be used in our unit including: Oral communication Reading, writing, and media literacy

2. Math - Data Management

   • Data management in particularly will be used as students collect, analyse, interpret and present data

3. Social Science

   • Students investigate the role of Canadians in the production and management of electricity as part of Strand B:People and Environments: Canada’s Interactions with the Global Community

Learning Goals

• Students become familiar with electricity generation and use in Ontario and in other parts of the world

Success Criteria

• I can identify the five different ways that electricity is generated and used in Canada and one other major country

• I can discuss the effects each method has on natural resources and living things in the environment

• I conduct research to determine which method of electricity generation is the most sustainable

• Using media technology I can present my findings in a meaningful way

• I cite information and included sources in my research

• I have a product that is ready for presentation at the Charity Auction

Materials Required

Technology required for research and presentation:

• 1 iPad per group and apps for presentation according to student choice

• 1 laptop per student or per 2 students and presentation apps (Google Slides, Prezi, Anchor, iMovie, ...etc.) according to student choice

• Information sharing apps such as Google Docs

Action

PART A: Minds On (~40 mins; 1 period)

Teacher to lead whole class discussion and guide small group activity.

1. Teacher begin by introducing the question: How is electricity made in Ontario and in the world?

2. Provide students with references to begin their research:

• Ontario Power Generation's (OPG) website:

  • https://www.opg.com/powering-ontario/our-generation/

• OPG Student Guide

  • https://www.opg.com/document/grade-6-student-guide-pdf/

• World Statistical Yearbook

• • https://yearbook.enerdata.net/electricity/world-electricity-production-statistics.html

3. Groups research and note initial findings in an anchor chart.

PART B: Dedicated Research Time (120 minutes, 3 periods + additional class community time)

• Students conduct research in workgroups and prepare a final presentation comparing the sustainability of Canada’s electricity generation and usage to one other country

• Starting with the Ontario Power Generation Website and the World Statistical Yearbook, students collect and analyze information on electrical energy in Ontario including nuclear, hydroelectric, coal, natural gas, and alternative energy sources

• Final Presentation must include:

• • • What does sustainability mean? Why is this important?

    • What are the sustainable methods of electricity generation?

    • How did you compare Canada’s data with another country’s?

    • What do the findings tell you?

    • What further actions should be taken to support sustainability methods of electricity generation?

    • How can we reduce electricity at home, at school or in our community?’

    • How do we reduce the impact of electricity generation on the environment?

Assessment For and As Learning: Learning Aids

• Presentation Checklist: Each team will present their presentation to the class for self, peer, and teacher feedback. This is a great way for students to see a number of different ideas, and to reflect on others' work as well as their own.

• Achievement Chart (Rubric): this is a tool to help students think about the quality of their work

• Presentation Feedback: Each team will present their material to the class for self, peer, and teacher feedback. This is a great way for students to see a number of different presentations, to reflect on others' work as well as their own.