Chapter 12 begins by having the students draw on their knowledge about a past event - a time the electricity went out. As we just had a huge wind storm that took down trees and powerlines many students had vivid memories to draw on. Frequently, the most missed electrical device was the computer, but after conversation and thoughtful reflection basic needs rise to the forefront of the conversation about the necessity of electricity.
The discussion of a power outage lead to the next activity - a comparison of the student's personal access to energy consuming devices, to their parent's access and then to their grandparent's access. This comparison brought them to better understand how different the world is today, in North America at least, then it was one or two generations ago in terms of electrical devices and access to technology.
They read their own electrical metres each day for a week, graphed their family's electricity usage and determined approximately how much electricity costs their family per week. As they tracked their electrical metres they also took inventory of the electrical appliances in their homes and determined the potential cost of running these appliances for a day, a week and a year.
The textbook laid out energy use in a more global way, and compared Canada, as a nation, to other nations in the world in regard to energy consumption. The students are lead to think of possible reasons why Canadians are such high energy consumers. The idea that THEY use a lot of energy comes across loud and clear, that their lives are very dependent upon the constant use of electricity for pretty much every minute of every day.
At this point the concepts of conservation and reduced consumption are logically introduced; both as individuals and as part of the many communities they belong to.
Below are links to the written work of Chapter 12 completed by several students. This time I have chosen to show individual student's work in one gallery. There is a spattering of grade sixes and grade sevens, as well as a mix of girls and boys in the work represented.
By this time in the year, mid-February, the classroom community and the daily routine of how work is completed is in full swing. The second chapter of the second unit flies by and before they know it they are thinking about Spring Break. It seems to them like they just started, when I point out it is almost time for another unit test and another report card; but when they take time to look through all of the concepts and knowledge they have integrated they are always AMAZED. I love that! Before they know it they are talking, writing, reading, representing just like scientists - and best of all THEY feel it.