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Car wars is an activity based resource which aims to educate students about the increasing production of carbon dioxide and its impact on the climate. Using a board game format, students examine solutions to the problem of increasing carbon dioxide emissions from cars. Students are presented with information on alternative energy sources for cars, such as electric, hydrogen fuel cell and biodiesel. While playing the game, students identify the pros and cons of each energy source and attempt to gather enough evidence to decide which alternative energy source is the best solution to the problem. Using this information, they evaluate solutions to the problem of increasing carbon dioxide emissions and justify their choice of car by presenting the benefits of their chosen solution.
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||Very Good|
Students evaluate evidence and solutions to the problem of increasing carbon dioxide emissions from cars and make their own informed decision based on the information. They present and support the benefits of their chosen solution to justify their choice.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource effectively addresses problems and solutions. They discuss social, economic and environmental implications; and make decisions based on the evaluation of evidence and argument.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Students are exploring a possible solution instead of a problem. They evaluate solutions to the problem of increasing carbon dioxide emissions from cars to be able to justify their choice.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
|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
Students are asked to explore the benefits and drawbacks of their chosen topic and justify their choice.
|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||Good|
Students discuss the production of carbon dioxide by human activity and the impact on climate.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Learning is made relevant to the lives of the learners. They become informed about the production of carbon dioxide by human activity and the impact on climate.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
Students discuss the environmental implications of production of carbon dioxide by human activity and the impact on the climate. They evaluate solutions to the problem of increasing carbon dioxide emissions from cars.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students are encouraged to deliberate and develop their own thoughts and opinions, while evaluating solutions to the problem of increasing carbon dioxide emissions from cars. They present and support the benefits of which energy source for cars they think is best.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Primarily a science resource, incorporates language arts skills such as justifying, inquiry skills and making decisions based on the evaluation of evidence and argument
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students evaluate solutions to the problems of increasing carbon dioxide emissions from cars and justify opinions.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The game board format connects to a variety of student learning styles, it addresses the needs of visual, auditory and kinesthetic learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students are presented with a simulation of imagining it is 2020 and they are about to get their first car. Increased carbon dioxide emissions have led to huge financial incentives to buy alternatives to petrol engines – but which car should they purchase. They examine the evidence and come to a decision.
|Experiential Learning: |
Authentic learning experiences are provided
Students are encouraged to deliberate and evaluate the data and present reasoned explanations.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
|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.|
Students are encouraged to deliberate and develop their own opinions, while evaluating solutions to the problem of increasing carbon dioxide emissions from cars. They present and support the benefits of which energy source for cars they think is best.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
In the introduction students watch a BMW video outlining innovations in car energy sources.
|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||Poor/Not considered|
Not considered in this resource, but could easily be developed by the students and teacher.
|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.|