- Review Process
- Take Action
- A project of
The electric vehicle (EV) lessons will teach students about the history of EVs, the types of EV's, the battery technology, the emissions, and how to buy one.
There are five presentations included in the EV lesson. These presentations can be taught in any order. There are also three activities that can be done at the end of the five presentations. The activities are designed to solidify the students' understanding. Students will apply their learning with real world examples and have the opportunity to showcase their project.
It is important to start with the presentations. Each presentation has a notes section that will offer tips on how to use the lesson. Following the presentations, there are a series of lesson activities for the students to complete. These activities build on the learnings of the presentation. The activities are as follow:
These activities are designed to take learnings in the presentations beyond deskwork. Students will conduct their own research and make educated decisions relating to the use of EVs.
Following the above lessons, students have two take action activities. These activities are designed to encourage students to apply their learnings with the public.
Lastly, there is a STEM based activity, where students will design and build a model of an electric vehicle.
In this resource, students will learn how to build a model of an electric car.
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||Very 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. They will examine the differences in efficiency of transportation vehicle fuel types.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
While completing the activities, students have to look at all of these dimensions to take position on the issues. They will compare
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
Students will explore if electric vehicles are green. They will also compare the environmental effects between electric and gas powered cars.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
There is two take-action activities in this resource: Exploring Electric Vehicle Charging Stations in Your School or Community and How is Your Community Adapting for Electric Vehicles.
|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
|Values Education||Very Good|
This resource offers students many opportunities to share their own beliefs and values 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|
This is not a focus of this resource.
|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 activities in this resource are connected to the students community. Students will interview people or businesses in their community and make a plan for a charging station for 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 also ask students to make a plan for their community to add a charging stating for EVs.
|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|
As an inquiry-based resource, Electric vehicle allows students to choose many aspects of their learning. The resource has a multitude of opinion questions and students get to share their ideas.
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 calculate the difference in price of gasoline to the price of electricity. 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 solve them. As well, students will need to build a model of an electric vehicle.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
This resource has a multitude of different activities for students to do and therefore addresses well the needs of visual, auditory, and kinesthetic learners. As well, the lesson plans provide extension activities. However, strategies for learners with difficulties are not provided.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
This ressource has students building a model of an electric vehicle as well as planning for an electric vehicle charging station. Students will also interview someone from their community about the EVs taking them beyond the school walls.
|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||Very Good|
Activities provide rubrics to help with the assessing of student learning.
|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.|
Even though students will do a mock council where they will present their plan for their charging station, there is the opportunity for students to present their plan for the charging station to their actual town council as an extension activity.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
|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||Very Good|
Even though a plan for the construction of the model of the electric vehicle is provided students are encouraged to be creative when building the model and use different materials and plans.
|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.|