- Review Process
- Take Action
- A project of
Electric vehicles have increased significantly in popularity in a few short years. Many individuals are making the transition to alternative fuel sources for transportation.
This resource is created to accompany other lessons. It is important for students to have an understanding of the five topics below before diving into action.
Once students understand the growing trend and the direction the market is headed as well as where the technology started, and where it is now, it is time to take that into action. Student will be asked to spread the word about Electric Vehicles and create a positive change in their community by exploring and researching the following question: “How is our community adapting for electric vehicles?
During this time, students will be asked to communicate with people or a business that have adapted to the shift of electric vehicles. By the end of this unit, students will have a better idea of how they can contribute and make a difference to the climate change movement as their first car will likely be an electric vehicle. Some topics are more advanced than others. Lessons are best suited for junior high and high school learners.
This resource would be an excellent add on to courses where we discuss alternate forms of energy.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The multitude of activities and background information included in this resource provide students with a complete view of the issue. Students can then form their own opinion and take an informed position on the subject.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
In order to completing the activity, students have to look at a multitude of other activities, that examines the differences in the efficiency of transportation vehicle fuel types.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Some lessons are more complex than others.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
The lesson is about informing the community and taking action.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
This resource offers students many opportunities to share about electric vehicles.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The take action activity in this resource is connected to the student’s community. Students will interview people or businesses in their community.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
This resource offers backgrounders on the history of the electric vehicles and talks about how they will most likely be driving an electric vehicle in the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
This lesson allows students to research and explore many aspects of their learning in regard to electric vehicles. The resource has a multitude of sharing activities, but also includes guided worksheets.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This resource does depend on Math to do some calculations but is not really teaching students mathematics. Curriculum links for Science and Social Science are included.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are faced with questions pertaining to the Electric Vehicles and have to do research in order to answer the question about how the community is adapting to the change.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
This resource has students interview someone from their community about the EVs taking them beyond the school walls. This is also very relevant to their lives as they will use some sort of transportation in their day-to-day activities.
|Experiential Learning: |
Authentic learning experiences are provided
Students will have to work in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
A marking rubric is provided.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
One activity is about the “History of the Electric Vehicle” as well as some consumer reports on electric cars.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|