Activity Reference Chart

2008-02-14T08:26:00.000-08:00

updated tel/cell (604) 512-9567

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete the stem: "It is expected that students will . . . . ". Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Solar Power Roadshow is pleased to offer school and youth group programs. These fun and lively 40-minute to six-hour workshops designed to help students in grades one to twelve make the connection between their transportation choices, reducing waste, and creating clean energy. Staffed by inventors and educators, the Roadshow uses stories, games and crafts to help students learn about the Power of One. Each workshop supports BC Ministry of Education learning outcomes for social studies and science.

Model solar car building , theory and races

Can a Car Run on Water?
Model sailcars and races

Radio-controlled model sailcars

Advanced sailcars

Advanced model solar cars

Air Pollution Solutions
Primary Learning Outcomes

What can people do to reduce air pollution generated by automobile emissions?

Additional Learning Outcomes

What are viable transportation options for kids in this community? How can kids participate in reducing car-generated air pollution?

It is expected that students will:

identify the environmental impacts and societal benefits of a specific source of energy
describe the interactions among society, technology, use of energy sources, and the design of energy systems
identify technologies created as a result of society's concern for dwindling non-renewable energy resources (e.g., solar power, electric cars)
identify the organizations (and their roles) and the processes involved in making energy decisions in B.C. and globally
identify alternative energy sources in B.C. and the potential impact of their use

Build a solar cooker and take it home - forest fire prevention

Experiment and build wind turbines

Learning Outcomes
It is expected that students will:
* analyse the relationship between development of communities and their available natural resources
* explain how supply and demand are affected by population and the availability of resources
* analyse factors that influence use and development of transportation and communications systems in different regions of Canada
* analyse the influence of technology on lifestyle and work
* analyse how people are influenced by and influence mass media messages

Students will be able to:
* Discuss ways, and specific locations, in which a given renewable resource could be used in British Columbia.
* Compare the way the renewable resource might be used with the way energy resources are used today.

Ocean wave energy, water turbines & biofeedback thought device

Stirling engines

Fuel cell cars

Prescribed Learning Outcomes

* Grade 7 Science: Assess the requirements for sustaining healthy local ecosystems.
* Grade 6 and 7 Physical Education: Participate safely in activities in a natural or alternative setting; an outdoor experience; Follow rules, routines and procedures of safety in a variety of activities.
* Grade 6 and 7 Social Studies: Identify and clarify a problem, issue or inquiry.
* Grade 7 Social Studies: Evaluate the impact of natural processes and human-induced changes in communities.
* Grade 7 Fine Arts: Demonstrate leadership and responsibility within a group.

Objectives

* Students will build on their knowledge of renewable and non-renewable resources and energy, and understand the importance of sustainable renewable energy sources.
* Students will have direct experience with a form of sustainable renewable energy – by building their own solar oven, alternative energy vehicle, or model wind turbine.

It is expected that students will:
* compare emerging and alternative energy sources used to power vehicles
* describe the historical and potential future impact of energy, power, and transportation systems on society and the environment
* apply skills in the automotive work environment
* identify potential careers in automotive technology and related fields
* outline social, legal, and ethical responsibilities associated with vehicle operation

Mystery Solar Power Device competition

Electric shock & mind-over-body games

Sustainable Energy magic show

Reviving "non-rechargeable" batteries with solar panels

Solar powered bubble machines, bubble beards for festivals
Solar-powered 'dragon boat' racing

Kinetic solar-powered art

Repairing umbrellas for zero waste

Almost-free thermoelectric energy

Build a model city ("Electric City") that runs on renewable energy
(http://carbon-free.blogspot.com/)
Theory is related to intended learning outcomes and projects. Since projects vary, so does the theory NOTE: There is a high demand for skilled workers in trades and technologies!

Area Explored Include:

Safety and safe work practices
Basic electricity (overview and terminology)
Ohm's law
Series and Parallel circuits
Basic electronic parts
Reading/converting schematic diagrams to working circuits
Electrical measurements (analog/digital meters, oscilloscopes)
Alternating vs. direct current

Rebuilding a kid-sized electric vehicle
(http://capilano-college-solar.blogspot.com/)

Inventions from Da Vinci to Tesla (including the "Bridge Party")
http://www.discovervancouver.com/forum/topic.asp?TOPIC_ID=150747
http://da-vinci-kids.blogspot.com/

Energy, Power, and Transportation
(Problem Solving)

It is expected that students will:

* measure the efficiency and performance of systems that use contemporary energy sources
* perform test procedures on computer-equipped energy systems and communicate results
* diagnose and repair problems in electrical and mechanical devices and systems
* apply teamwork skills to solve problems involving mechanical systems and subsystems

Energy, Power, and Transportation
(Modification and Manipulation)

It is expected that students will:

* transfer and convert energy to achieve specific objectives
* manipulate systems and subsystems that use energy and power, including:
o mechanical
o hydraulic
o electrical
o electronic
* use tools and equipment accurately and efficiently to achieve design and assembly specifications that meet manufacturer and industry standards
* construct a device or system that is energy efficient

Elementary students in grades K-7 learn by actually doing the experiments and can become real scientists. Programs are aligned with the British Columbia Learning Outcomes (IRP's) in Science. These programs are totally hands-on and totally participatory by each child.

Moonliteball for all ages, indoors, or night time outdoors
"Be The Dinosaur" (kids inside a full-size baby dinosaur edu-fun)

Solar Clap-Clap Bug Race (for ages 3-9 *HOT*)
Giant Solar-Powered Jump-On Piano Keyboard
Keeping people in slow-moving lineups happier
Solar Robot-Rowboat Race
Balloon Jousting Knights-In-Shining-Armour
Clicker-Battery Refreshment Bar & Magnet Station

The Wind-Farm and Model Car Races

Prescribed Learning Outcomes

* Grade 7 Science: Assess the requirements for sustaining healthy local ecosystems.
* Grade 6 and 7 Physical Education: Participate safely in activities in a natural or alternative setting; Identify and demonstrate positive behaviours that show respect for individuals’ potential, interests and cultural backgrounds.
* Grade 6 and 7 Social Studies: Identify and clarify a problem, issue or inquiry; Design, implement and assess detailed courses of action to address national problems or issues.
* Grade 7 Social Studies: Evaluate the impact of natural processes and human-induced changes in communities.
* Grade 6 Language Arts: Create real and invented narratives, descriptions and informal oral presentations; Demonstrate a willingness to assume a variety of roles in group interactions.
* Grade 7 Language Arts: Develop strategies for resolving conflict and solving problems.
* Grade 6 Personal Planning: Analyse factors that affect global health issues.
* Grade 6 Fine Arts: Express ideas and emotions using verbal and non-verbal communication; Demonstrate social and group skills in dramatic work; Demonstrate the ability to collaborate when combining ideas in dramatic work; Demonstrate respect for the work of self and others.
* Grade 7 Fine Arts: Demonstrate leadership and responsibility within a group.

Watt/Cost/Carbon Calculator Station
Inefficient Car Lightbulb Swap Demo Station
Forest-Saving Device Guessing Game
Hydrogen Fuel-Cell Rocket Launches

Sustainable Music Factory
This workshop provides activities in music, science and social studies linked to the song lyrics, which fulfill prescribed learning outcomes and teaching standards for grades K-7. This is an integrated studies involving music and other subjects to promote learning about, and conservation of, the local environment.

Bridge Makers' Faire
Blue Man Gruppe recycled-energy sound & light
Catch and Release Fishing Game
Solar Powered Face Painting and Sustainable-Energy Colouring Contest

These activities link music with fulfill prescribed learning outcomes, including recycling of beverage containers with reducing ecological footprint and protecting habitat for endangered species and marine conservation. This activity deepens student understanding of science, social studies, language arts, PE, etc. A resource for B.C.’s K-7 Science Curriculum.

PRESCRIBED LEARNING OUTCOMES
It is expected that students will:

* use picture maps to identify clean energy sources within the community
* demonstrate awareness of natural and human-built environments
* describe how they interact with different environments
* practise responsible behaviour in caring for their immediate environment

Electric Vehicle Group Presentations
World's First Revived Battery Electric Pickup 'gas' fill up

Distinguish among various forms of energy
Demonstrate and explain different methods of energy transfer and relate them to daily life
Demonstrate and explain how basic concepts relating to heat and light are used in common applications
Relate power and energy to common electrical devices
Apply knowledge and data to make recommendations for reducing energy waste
Identify the variety of energy uses in relationship to resources and the environment
Analyze the economic significance of our resources in the context of political and ecological concerns
Identify technologies created as a result of society's concern for dwindling non-renewable energy resources (e.g. Solar power, electric cars)
Identify alternative energy sources in BC and the potential impact of their use

Turning pumpkins into an energy source
Halloween Electric Fun

Used pumpkin collection

People carillon (Dec 6th - Jan 6th only)

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Solar Power Roadshow's BC Learning Outcomes

Activity Reference Chart