Community Engagement through Philanthropy

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 will be used to budget and fund the event. Final calculations will also be done to ensure the accurate funds are received by the Charity.

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. This information will ground the presentations.

Learning Goals

• Students demonstrate what they have learned about properties of electricity, its generation, its impact on society, and what can be done as a community to support sustainable methods of electricity generation.

Success Criteria

• I understand how electricity is generated and used in Ontario and around the world.

• I understand that we need to use sustainable and/or renewable energy sources to generate electricity to lessen the impact on the environment.

• I prepare and present my electrical device at the Charity Auction.

Action

Part III: In-class gallery walk and peer feedback. Final adjustments of electrical devices. Prepare a presentation with speaking notes and present at the Charity Auction.

1. Students prepare their presentation of their devices. Presentation should include the following information: (Student to develop this criteria with teacher guidance)

   1. Purpose (Why did you build this?)

   2. Function (What is it for?)

   3. Materials (How is it made?)

   4. Budget (How much does it cost?)

   5. Energy Source and implication to society (What type of energy does it use/generate and why is that important to our society?)

2. Present their device at an in-class gallery walk.

   1. Students may use speaker notes but are encouraged to practice memorizing their “Device Pitch” presentation

   2. Logistics: Half the class will present while the other half attends. Switch after 20-30 minutes depending on class size. Students complete peer evaluation after each presentation and submit to the teacher to anonymize the results.

3. Students complete all project documentation.

4. Students prepare final speaker notes and memorize presentations for the Auction.

5. Students, Teacher, Administration, and Committee to host Science Auction

• Event planning (advertising, set budget, set up and take down, catering, music, decorations)

• Student volunteers will write script to MC the event and host the silent auction

• Proceeds will go to a community green charity based on Grade 6 student research and votes; student volunteers to host the vote, count the votes and present a cheque to the charity

Assessment For and As Learning

1. Gallery Walk Teacher Feedback Form: This is a tool for teachers to provide feedback to students presenting for the Gallery Walk.

2. Gallery Walk Peer Feedback Form: This is a tool used by students to provide each other with feedback on their work.

3. Gallery Walk Presentation Self Reflection Form: This tool prompts students to think about their own work.