7E Virtual

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Students worked in groups to research 6 types of renewable energy. They created reasons for their source being the best as well as possible counterarguments and rebuttals. We had a mini debate with 2 sources going "against" each other. We voted at the end which source is best for Toronto.

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We watched the smart mobility videos attached to the lesson and discussed ways in which we can help reduce our carbon footprint and make wiser mobility choices. Students then made posters to promote smart mobility awareness and options.

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We brainstormed some items that we need that require energy and some items that we use as a want that use energy. We then brainstormed some items we can "give up" for a school day while at home. Lastly, we reflected on what we gave up. Some students noted they were bored and we discussed that it is okay to be bored and it may help us learn new things and just enjoy silence, nature, quality family time, etc.

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In 7E Virtual we grew virtual plants using Gizmos. We watched the video on plant growth provided in the lesson guide. We then talked about the factors needed for photosynthesis. We played around with different factors and observed and compared what we saw. We took away light, took away water, added a lot of water, etc. and noted some changes in growth.

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Our class watched two carbon footprint videos from the suggested sites. We then did the WWF carbon footprint questionnaire/ survey. Even though it is based in the UK, we were still able to compare our footprint to the world average. We then discussed some ways to reduce our carbon footprint. Attached is a combination of student results and suggestions.

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Students were encouraged to power down/ off for at least one hour. Students could have turned off their TV, video games, phone, etc. for at least one hour, and instead used could have read a book, taken a walk, spent time with others, etc. Or students could have turned off their lights and used natural sunlight. We recorded what we did in an excel sheet. Attached are images of the type of activity, number of hours, and how they felt about the activity.

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Our class discussed phantom power and the importance of turning items off and unplugging when we can to stop electricity from being used even when we are not using items. For example, we learned we should unplug chargers, toasters, kettles, and lamps when not in use because when they are plugged in, they are still using electricity. We discussed the benefits of a power bar and how turning it off, stops the electricity from going through the items that are plugged in and not in use. Students were asked to create a floor plan of an area in the homes and show where the outlets are and what is plugged in and in use, or not in use. Here are some of their floor plans and reflection on what they learned.

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We began with looking at how much water goes into making a cheeseburger. We then completed the water footprint calculator. The next step was to challenge ourselves to save water. Students were asked to monitor their water use. We used a jamboard to record what we did and how much water was saved.

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A few students in the class tried their hands at recipes using local ingredients. Attached are images of the recipes they shared. Some sound tasty!

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