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The following unit was designed to be incorporated into a science 10 classroom, with an
overall focus on Unit B: Energy Flow in Technological Systems. In order to engage students in
their learning and allow them to discover new information through scientific inquiry, we wanted
to focus this unit around a topic relevant to everyday life in southern Alberta. The guiding
We believe that this is an interesting and engaging questions to have the students explore.
Through the creation of the curriculum map, linked below, we have discovered that this topic will
cover a wide array of SLOs in the science 10 program of studies, as well as present many
opportunities for cross curricular connections. This is one reason why we believe this is a strong
question. The question will allow students to draw knowledge from past courses as well as other
courses currently enrolled in to help shape their understanding and supplement their learning.
Another reason we are excited about this topic is that it ties into local affairs and current events.
With the Provincial government plan to phase out coal by 2030, and the incorporation of a
national carbon tax, this topic can help students to understand the governments position, and
look into how industry, environment, and economy may be impacted in Alberta and Canada as a
whole. Exploring whether or not coal should be phased out connects classroom science
concepts to the world around us. Students will be able to see tangible applications for the skills
and concepts that they are learning which will hopefully translate to a more enjoyable and
As mentioned above in the introduction, the guiding question for this unit is Should we
phase out coal power plants in Alberta? We believe that this is an engaging and relevant way
to get students interested in their scientific education while covering a wide array of SLOs. This
unit has strong cross-curricular connections to social studies, as well as english, math, and
CALM. Within the science 10 curriculum, this unit serves as a thorough introduction to energy
and physics courses. Since electricity has a prominent and spanning impact on our daily lives,
framing the material around the guiding question will help students connect learning to real
world applications. This is also a way to increase student level of political awareness. Analyzing
trade offs between environment and economy is a significant, ongoing debate on the global
stage, and a very prominent reality in Alberta. We have reached an era where Canada is taking
phase out coal operations and the formation of a nationally regulated carbon emissions tax have
a profound daily impact on our lives. Through scientific inquiry students can form well educated
opinions on what they believe is the best path to take in Albertas, and by extension Canadas,
through critical thinking and inquiry and forming an opinion on a current and prominent issue
ever changing entity influenced by human intervention. This idea, known as the Nature of
Science, can be used to engage and inspire students and is an important foundation in scientific
education. By removing the static and concrete facade science is often presented with, students
are shown that our understandings are constantly evolving. This can be used to empower
students, and encourage them to pursue the sciences as a profession. Students who
understand that scientific understanding changes over time may also understand that they have
the ability to influence that understanding. Contributing to science is a much more appealing
prospect than viewing science as a determined collection of data and information for one to
study and memorize. In relation to this unit, three main foundations of science education will be
generate power as well as how human activities impact the environment. With this new
knowledge, society must recalculate a balance between human needs and environmental
sustainability. Students will be challenged with considering whether or not traditionally reliable
forms of power generation, such as coal, are meeting the expectations and needs of society
today. This idea addresses the foundations Nature of Science, history of science, and the social
and environmental contexts of science and technology. Scientific literacy will also be
encouraged throughout this unit. Scientific discovery requires reading and interpreting various
perspectives. Scientific articles can be difficult to interpret based on advanced and complicated
scientific language. Doing research and exploring different sources will expose students to this
The summative assessment task for which this unit was designed around will allow for
student voice and interest to be incorporated into the classroom. For this assignment, students
will pick a country and analyze their specific energy production portfolio. This will include
consideration of environmental, geographic, political, economic, and social factors. The main
goal of the assignment is to prepare and present a proposal on Albertas energy future.
Lethbridge West MLA and Environment Minister, Shannon Phillips, will be invited into the
classroom to hear the conclusions of the students. The assignment will have written, visual, and
oral components to it. Students will have a high degree of freedom with this task, considering
the focus remains on Albertas energy future. This inquiry project, and by extension the entire
unit, has the ability to showcase multiple tenets of the Nature of Science. First, by having
students explore a wide span of countries, we are encouraging a realization that people from
other cultures are contributing to science. We can look to others around the globe to help us
form a system that works for our energy needs while upholding societal expectations. This ties
into the idea that science is part of social and cultural traditions. Energy generation is a complex
topic that can be influenced by many factors. For example, if a culture views rivers as sacred,
they are unlikely to disrupt them with a dam. That cultural impact will lessen their ability for
hydroelectric power generation, and will need to be considered for this project. Additionally, the
tenet that science and technology impact each other is emphasized throughout this unit. If it
impacts to the heightened degree that we can today, and the government motivation to phase
Throughout the unit, multiple sub-questions can be used to guide student learning.
These questions are intendedly broad to allow for exploration of personal interests when and
where applicable. The unit is broken into four subcategories as outlined in the chart below.
In addition to the multitude of SLOs included on the curriculum map, and the filtered
SLOs outlined within the unit timeline, additional skill and attitude SLOs are incorporated
throughout this unit. Attitudes are critical foundations for scientific education. Though difficult to
assess, these outcomes are just as important as knowledge or STS outcomes, and provide
students with a thorough and practical experience. This unit has the ability to address all of the
outlined attitudes deemed important by Alberta Education. Interest in science and scientific
inquiry are the foundations for which this unit was constructed. The intended outcome of this
unit is for students to have an understanding of a current issue through guided inquiry in hopes
that a connection between science and the world will spark interest and engagement.
Stewardship is also a prominent aspect of this unit. Recognizing a need for balance between
human needs and environmental sustainability is the reason behind government action to phase
out coal generated power. Along with this, students will be expected to collaborate with their
peers as they discover new information, question various perspectives, and generate ideas.
From this, mutual respect should be fostered. Students will be exposed to a spectrum of
different perspectives on the topic, both from professionals and within the classroom. It is critical
that students understand that these differences in opinion, and the interactions among different
people are the force behind scientific advancement. Lastly, safety will also be incorporated
throughout the unit. Students will understand that safety for people as well as the environment
Skills are another important component of science education outlined in the program of
studies that are incorporated within this unit. First, students will be utilizing research based skills
in order to discover, analyze, and reflect upon different perspectives. They will be expected to
obtain information, through the library or online, and use that information to form a well-
educated opinion. After collecting data, students will need to compile information from multiple
sources to create a cohesive argument and stance in regards to the guiding question. Creating
documents, personal notes or presentation materials that showcase information in a logical and
organized manner is a skill that will serve them well in school as well as in the workforce. Being
able to interpret as well as create diagrams, charts, and graphs is another skill that may come
up throughout this unit. Interpreting graphs is part of scientific literacy, and is essential in
understanding research in the field of science. Having the ability to formulate solutions to a
given problem, in this case whether or not the government should continue with the proposed
coal phase-out, is an important skill outlined in the program of studies. Additionally, being
competent in compiling information to not only form an opinion but to also provide a suggestion
for improvement is a powerful skill that will again translate into a direct benefit in school and in
the workforce.
This unit was designed with diverse learners in mind. We intend to incorporate various
learning strategies throughout the unit to engage all students. These will include instruction,
discussion based learning, research, creative expression, group brainstorms, and videos.
Through the inclusion of a field trip, a lab, and an interactive game, there is opportunity to
break up content heavy periods and encourage students to move around while applying their
knowledge. We believe that in a unit such as this, in class work time is essential. Asking the
students to research a topic and form a proposal may be intimidating and new for students,
therefore it is important that they have the ability to seek teacher guidance while progressing
In addition to including various learners, we also want to include various cultures within
this unit, helping to contribute to a welcoming and inclusive classroom environment. There are
multiple occasions where FNMI perspectives will be incorporated within the instruction or
activities. Allowing students to pick a country to evaluate gives the opportunity for various
cultures to be brought into the classroom should the students wish. For an ELL student,
teaching their classmates about their culture, society, and country can be a powerful experience
that this assignment lends itself to. The culminating activity, where students will present their
findings to peers, teachers, and community members, will provide a global perspective on
energy usage and production. This will help to show students that there is no one correct
We believe that this inquiry question is a very widely encompassing study that could be
extended further throughout the science 10 curriculum. Many of the SLOs in unit A relate to
chemical formations and reactions, which could be encompassed by this overarching question
as well. Though we see the possibility for this, we decided to focus mainly on unit B to prevent
the unit from taking too long and losing student interest. If students were to show high degree of
engagement with the topic, however, it could be extended to include more of the curriculum. In
the construction of the unit, there are SLOs within unit B that we decided to omit from this
inquiry unit. We believe they could be more naturally covered at other points throughout the
course rather than inserting them here. Another consideration made when creating this unit was
to cover environmental impact towards the end. This was done so that it would be a clear and
effective transition from this inquiry unit to a study focused around Unit D, as this focuses on
environmental monitoring and management. Overall, we believe this guiding inquiry question is
an engaging and interactive way to motivate student learning in the science 10 classroom while
Assessment Breakdown
This unit is intended to contribute 20% of the mark associated for the science 10 program.
The breakdown of the grade allocation is indicated below:
Assignment Weighting
Quizzes (2) 20%
Reflections 5%
Lab Work 15%
Energy Proposal Assignment 60%
Scientific Resources:
Gue, D., Hutton, G., & Jeans, S. (2004). Science Focus 10. McGraw Hill Ryerson.
Science Focus 10 is one of the approved textbook resources for the Science 10
curriculum in Alberta. Within the textbook, multiple activity, lesson, and lab based ideas
can be found to incorporate into the classroom. By doing so, student engagement may
be increased as well as supplementing and supporting their learning. Additionally, this
resource can be used to help students review as they answer various questions within
the textbook.
Learn Alberta (2010) Oil Sands: The nature of things documentary, retrieved from
http://www.learnalberta.ca/content/coac/movieLauncher.html?movie=smil/tipping_point.mp4
To access this resource you will need to log into learnalberta.ca. The video looks at the
alberta oil sands from an economic perspective. It looks at our dependency as a world
on oil. The video also takes a look at aboriginal perspectives of the oil sands and how it
is affecting their way of life. A very informative video looking at how the oil sands are
affecting a people's way of life. The video gives a perspective from the other side of the
oil sands, as they are a major contributor to the economy of canada, they also have
changed the indigenous way of life in north alberta.The video length is approximately 90
minutes.
Much like Science Focus 10, Addison Wesley Science 10 is an Alberta Education
approved resource for use in the science 10 classroom. Being from a distinct publisher
and set of authors, the information within will be presented in a somewhat different way.
There will also be activities and labs that vary from the above textbook, providing
additional resources and ideas for teachers, and additional review questions to be
explored by students.
To access this resource you will need to log into learnalberta.ca. The video is produced
by CBC and looks at an unlikely way of producing a renewable fuel source. The video
explores alternatives to fossil fuels and could help with dealing with climate change.
Living algae in our oceans produce fuel which can be used to fuel our vehicles.
The video could be used to inspire students to think outside of the box, the video shines
light on the fact that there may be more effective and less invasive ways to use our
world to sustain our way of life. Video Length ~22 minutes.
Resource Video (n.d.). Biofuel. Retrieved from
http://www.learnalberta.ca/content/coac/movieLauncher.html?movie=smil/biofuel.mp4
To access this resource, you will need to log into learnalberta.ca. The video looks at
biodiesel and all of its uses in our world. The video tends to focus on more fast-paced
applications, such as jet engine dragsters, biodiesel formula one cars completely
constructed by recycled and plant material, and jet planes running on biofuels. The
video offers an interesting look at how an alternative form of fuel production does not
need to be slow and boring but can also compete with high demand engines. I would
use this video to inspire students, the video has many fast paced and exciting vehicles
but they are powered and constructed in unconventional ways. I think this video is a
great way to show students that they things dont always need to be done the same
way. Video length ~24 minutes.
Teaching Resources:
Alberta Education. (2005). Science 10: Lesson 17 - Forms of Energy. Retrieved from
http://www.learnalberta.ca/content/t4tes/courses/senior/science10/lessons/lesson017.html
This online resource, accessed through the LearnAlberta website provides information,
questions, and short lab activities to help increase student engagement and learning
within the classroom. Located at the bottom of the page are links to additional resources
for teaching thermodynamics and specific types of energy.
Energy & Environment News. (2011). Energy 101: Electricity Generation. Received from
https://www.youtube.com/watch?v=20Vb6hlLQSg
Global News. (2016). Coal Industry Warns Against NDPs Plan. Retrieved from
http://globalnews.ca/video/2611918/coal-industry-warns-against-ndps-plan
Produced by Global News, this video provides a brief introduction to government and
industry concerns regarding a phase out of coal in Alberta. Though renewable energies
may be an appealing progression for power generation, it may have a drastic impact on
power bills for Albertans according to industry professionals.
Khan Academy, https://www.khanacademy.org/
Khan Academy is a valuable resource for teachers and students. It is a free to access
website that showcases video based lessons for topics across subject disciplines. This
can be used as background information prior to teaching a topic, as well as for students
who seek clarification of complex scientific topics. Two Khan Academy lessons we
believe would be valuable for the unit we have proposed are linked below:
https://www.khanacademy.org/science/physics/work-and-energy
https://www.khanacademy.org/science/physics/thermodynamics
Parc/I-Cares. (2014). Activities for Engaging High School Students in Energy Studies. Retrieved
from https://parc.wustl.edu/files/parc/imce/student_engagement_in_energy.pdf
This is an american resource which has a variety of activities to create engaging lessons
around energy for high school students. The resource has energy concepts and
activities in areas like your home, the school, transportation, and etc. This resource will
be useful when students have additional inquiries into the world of energy as well. There
are topics such as: explaining kilowatt/hour, what is a BTU, home energy audits, and
how to reduce your energy consumption.
This YouTube video is of a rapper singing about the effects humans have had on the
earth in the short time that they have been here. We think that it will act as a good hook
for a class to discuss the impacts and effects that human beings have on nature.
Physics Girl. (2015). Are Perpetual Motion Machines Possible?. Retrieved from
https://www.youtube.com/watch?v=4b8ZsFszE8I
This YouTube video was created by PBS Digital Studios and it looks at perpetual motion
machines and if they are possible. The video takes a scientific perspective on perpetual
motion, looks at the history of the machines, and considers why they are not possible.
The video will be an informative movie to watch after an activity in our unit plan where
we ask the students to design their own perpetual motion machines.
Shannon Phillips is the MLA for Lethbridge West, as well as the Minister for Environment
and Parks. Inviting her into the classroom could be a valuable learning experience for
the students. The Alberta movement to phase out coal by 2030 was an initiative headed
by her department. Because of this, she could be invited in to present the government
opinion on why moving forward with a coal phaseout is important for the future of
Alberta. Another way to incorporate the Minister into this unit would be to invite her to
attend the culminating activity. After students have completed their research and created
a proposal for how Alberta should generate its energy they will be presenting their
proposal. The impact and relevance of this assignment, and the unit in general, is
enhanced by inviting her to experience and contribute to the conversations and learning
experiences.
Student Energy. (2015). Renewable Energy 101. Retrieved from
https://www.youtube.com/watch?v=T4xKThjcKaE
This YouTube video breaks down the different types of renewable energies and explains
how the definition of renewable energy differs from conventional energy sources like
coal. The video will be useful as a hook for our class when we introduce renewable
energies.
Activities/Apps:
The Shift Project. (2014). Breakdown of Energy Generation by Energy Source. Retrieved from
http://www.tsp-data-portal.org/Breakdown-of-Electricity-Generation-by-Energy-Source#ts
pQvChart
This online resource compiled by The Shift Project, shows energy generation statistics
for countries all around the globe, compiling data into an easy to comprehend pie chart.
Available data ranges from 1980 to 2014. For the purpose of this unit, students will be
able to access this information to guide their inquiry based summative assessment task.
This will help students to analyze the use of coal power on a global scale, comparing
Canada to other leading nations. In addition to this, students will be able to visualize
what production forms are most common, and if those commonalities differ based on
geographic distribution. They will also use this tool as a starting point when selecting and
researching the power generation schematic of a different country for the final
performance task.
The Energy Systems Map provides a visual flowchart that allows students to gain a
greater understanding of different energy types. The map introduces students to
sources, production methods, transportation considerations, conversion processes,
product formation, product distribution, and usability. This is a great resource to utilize as
a review tool or as supplementary information after covering the Power Plant section of
the unit where students are presented with different forms of energy generation.
Tools4Teachers. (2005). Science 10 Multimedia. Retrieved from
http://www.learnalberta.ca/content/t4tes/courses/senior/science10/resources/multimedia.html
Transition to Body:
Get students into groups. If they already have table groups that would be fine, or use cards or
some other method. If there are grouping concerns then they should be picked ahead of time.
Body (55 min.):
Learning Activity #1: Show how one round of the game works by doing an example on the
smartboard (10min)
Before proceeding ensure at least one person at each table knows the rules. If students do not
understand do another round to ensure understanding.
Accommodation can be made for students with low literacy levels by using different
modalities such as a video, drawing, or audio recording.
Closure ( 5 min.):
Reflection:
Write reflection prompt on board for students to answer. The prompt will also be verbally
delivered.
Assessments/Differentiation:
Students will do a short reflection on their experience with the game. What did you learn from
this activity and what are you taking away from it? Did you like the game? why or why not?
Transition To Next Lesson: Hopefully this game gave the student ideas for their final project.
They must come up with an energy plan for alberta based on another country's plan. Remind
them of this.
ENERGY SOURCES GAME RULES:
GOAL:
To produce enough energy to power the province while producing as little greenhouse gases,
nuclear waste as possible while preserving ecosystems. At the end the class will compare who
had the least impact in each area.
SETUP:
Each group starts with:
Resources (Already recorded on Resource sheet)
10 ecosystems
20 coal
10 gas
Energy Sources (They start with these cards) This is representative of albertas current
energy source distribution
6 Coal plants
7 Gas plants
4 Hydroelectric dams
3 Wind farms
1 Biomass plant
Store:
The rest of the cards are in stacks on the table. These are the cards that they groups are able to
buy later.
GAMEPLAY:
BUY SOURCES (4minutes):
1. Each group receives 3 billion dollars.
2. Each group can buy any cards they can afford.
Any money not spent is saved for next round.
RESOURCES
PHASE Ecosystems Coal Natural Gas Greenhouse Gases Nuclear Waste
Starting 10 30 10 0 0
Cost: Cost:
$1 Billion $1 Billion $$$$$$$$$$$$$$$$$$$$
Lose 1 Ecosystem Lose 1 Ecosystem
Get 10 coal Get 10 Natural Gas
$$$$$$$$$$$$$$$$$$$$$
Use: Use:
No Use No Use
Cost:
$1 Billion Cost: Cost: Cost:
$2 Billion $4 Billion $1 Billion
Lose 1 ecosystem
Natural Gas
Plant Coal Plant Nuclear Plant
Hydroelectric
Goals:
The mini lab lesson will give students an understanding of how energy exists in many forms. The students
will also be able to observe that energy can be transformed from one form to another. The lab relates back
to our overarching question by demonstrating that there is more than one way to transfer energy and there
is more than one way to produce electricity. The lab also demonstrates how energy is never 100% in its
transformation. To relate back to power plants, the process of electrical generation cannot be 100%
efficient. Students will also be able to collaborate and come to a conclusion based on their results of the
experiment and suggest alternative ideas to improve the results of the experiment.
Objective:
Students will understand that energy comes in various forms such as chemical, kinetic, potential, and
thermal (10-B2.1K). The students will also understand that energy is lost to components like sound and
heat (10-B3.3K) and energy is not all useful in a process, such as the heat escaping in all directions when
boiling water (10-B3.4K). The students will also be developing their skills into scientific inquiry (10-B3.0A),
the lab will give students the opportunity to share results and understand that there may be more than one
way to interpret results. Since the students will be working in groups they will be able to develop their
collaboration skills and how to work with others (10-B4.0A). Students will develop their skills in running an
experiment that will allow them to come to a conclusion and also suggest possible alternatives to improving
the experiment (10-B3.5s and 3.7s)
GL0s/SL0s addressed:
10-B2.1K, 10-B3.3K, 10-B3.4K, 10-B3.0A, 10-B4.0A, 10-B3.5S, 10-B3.7S
Pre-lesson Considerations
Lesson Overview:
Students will need to have an understanding of energy conversion processes, which will be covered in our
lesson surrounding perpetual motion machines. In our unit plan the students will cover various forms of
energy production as well as how energy can be transformed from one form to another prior to this lab.
Materials and Preparations:
Demonstration: Safety goggles, apron, tweezers, pure sodium, pure potassium, water, large beaker.
Lab:
Content:
Introduction Essential Question: How does the world show us During the demonstration, the students will
there is always a presence of energy? only be observing due to safety concerns.
How will you Demonstration: Alkali metals in water. When prompted, students will discuss their
engage students? own observations and predictions.
We will do a demonstration of placing two pure alkali
metals, sodium and potassium, one at a time into
water. The experiment will demonstrate the power of
Connections to stored potential energy. The demonstration will be After the demonstration students will
followed by a class discussion of what forms of participate in the class discussion.
previous
learning? energy the students just witnessed. The students
will likely mention the obvious, chemical energy, but
I will mention the additional forms of energy
produced: electrical, sound, etc.
Time: 20 mins Steps:
Activity 1 The teacher(s) will be circulating through the class There will be different stations for the students
as students complete the work associated with each to work at, depending on the number of
station. students in the classroom will determine how
many duplicate stations will be needed. The
Time: 25 mins students will be split into predetermined lab
groups of 4 to complete their lab together.
Teachers will ask prompting questions and clarify Groups will rotate through stations in a
expectations where necessary. predetermined order.
Procedure:
Station #3 Inquiry
3 types of balls
a toy car
a battery, a light bulb, and a foil
conductor
Students will be asked to find ways to
demonstrate changes in energy using these
items. The students will be prompted to use the
materials however they see fit to demonstrate
the types of energy:
Potential
Kinetic
Electrical
Light
And any other form of energy they can
demonstrate with these objects
Conclusion The teacher(s) ask the key essential question that Students will participate in a discussion.
we had today in class: How does the world show us
- How will you there is always a presence of energy? The students will be required to hand in their
worksheets next class as well as the additional
know if questions that are answered at the end of the
students sheet.
learned what We will have a class discussion once the lab is
done, each group will discuss one of the three Concluding Questions:
you intended? stations and discuss what they observed.
Either these questions are to be completed if
- Connections Was there anything that surprised them at you finish the experiment early, or they will be
to next their stations? completed for homework.
lesson? Did todays experiment confirm anything that
had previously learned in class? Discuss one thing that surprised you
Were there any stations that reminded you in todays experiments.
- Connections Did you learn anything today that
of your perpetual motion machines?
back to key could be applied to a type of energy
question generation we learned about to make
it more efficient?
Time:10 minutes Suggest a way humans could
produce power other than the
conventional ways discussed in class.
List one thing you did not like about
todays experiment.
Assessment:
Students will be given a worksheet to be handed in and used as summative assessment. On the worksheet,
there will be some concluding questions to have the students explore what was learned today and how it
further deepened their understanding of energy. The worksheet will also allow the teachers to understand
how the experiment went and if it was successful. We decided to include a question that supplies feedback
on the experiment that will allow us to assess our teaching choices. The experiment will also allow us to
formatively assess the students answers as to how well they understand the concepts taught in the class.
Accommodations/Modifications:
Extension and extra time activity: There will be additional questions the students need to answer and a
conclusion they will need to elaborate on for the lab. If students are done early they will be able to work on
the writeup for the lab. If the students do not complete the write up in class, they will be able to do it for
homework.