This document outlines an environmental science project implemented at St. Mary's District Collegiate Vocational Institute. The purpose was for students to address a current environmental issue by developing and implementing a plan. Students worked in groups and had choice in their topic and approach. They conducted research, collaborated, and implemented their plans. The teacher provided feedback through regular conferencing. Students shared their learning in a format of their choice. The project aimed to develop skills like inquiry, problem solving, and communication while targeting learning outcomes. Assessment included conferencing, observations, and student reflection. Overall, the project engaged students in authentic learning and addressed key competencies.
2. Skills Targetted
Purpose
The purpose of this activity is for students to use what they have learned
in the course to actually do something about a current environmental
issue.
Inquiry and Research (Scientific Investigation Skills)
a) Plan
b) Select, organize and record information
c) Analyse information
d) Draw conclusions
e) Communicate information
• Implementation of Scientific Solutions to Environmental Challenges
Length of Time
Has been running for about 2 months…could use more time
3. Share Learning in Format of
Student’s Choice
Group Conference with
Teacher Do Something!
Grade 11
Environmental
Science
Task Design
Choose Topic
Develop plan to address
environmental issue
Reflective questions
Research of the Issue
Choose People to Collaborate
Group Conference with
Teacher
Submit written report on
research (Individual)
Implement the plan
Group Conference with
Teacher
Individual Conference with
Teacher
1
2
3
4
5
7
6
Students were required to capture their learning throughout (videos, blogs, photos, surveys, logs etc.)
5. Learning Goals
We are learning to…
•Understand an environmental challenge
•Understand the role of science in addressing the challenge
•Understand the impact of the environmental challenge
on human health, economics and the environment
•Develop a plan to address the issue
•Implement the plan
•Reflect on the plan
B1
B2
D2
C2
Overall
Expectations
A1, B1, B2, C2,
D2
A1
6. •articulate the environmental issue and analyze the impact on human
health, the economy and the environment
•provide a minimum of three sources of reliable and relevant information
•use information gathered to develop a thorough, realistic plan to address
the issue
• implement the plan in a way that has meaningful impact
•involve others in the implementation of your plan
•record evidence of implementation of plan
•reflect on the issue and explain how it is related to concepts covered in the
course
•critically analyze the effectiveness of the plan and how it could have been
improved to increase success
Success Criteria
7. Pedagogical practices
•Choice
•Collaboration
•Conferencing (feedback)
•Authentic tasks
•Clear learning goals and success criteria
•Explicit instruction
•Customization of learning task to meet individual student needs
•Variety of assessment opportunities
•Reflection and metacognitive opportunities
Learning partnerships
•Partnerships between students
•Partnerships within the school (Eco-team)
•Opportunity to develop community partnerships (e.g. grocery
store)
•Some family involvement (some families assisted with gathering
data and influenced topic choices)
Leveraging digital
• Googledocs to share and collaborate
•Digital surveys
•Blogging
•Videos and photos
•Student choice and use what you have
•Gather and select information
Learning environments
•Lots of choice, open ended
• a lot of autonomy (use of time, where they worked, how
they managed their time)
•Everyone doing different things based choice
•interactive
8.
9.
10. What assessment tools/strategies
did you use and how would inform
others to plan and deliver
progressive learning
opportunities?
What assessment tools/strategies did
you use to enable learners to see and
appreciate the progress that they have
made and promote further learning and
development ?
• Conferencing throughout
• Final student conference rather than an exam
• Clear learning goals and success criteria
• Checkpoints provided throughout
• Observations
• Conferencing
• Observations
• Feedback throughout the task
• Reflection and metacognitive opportunities
• Track conference details and evidence of learning on
a spreadsheet
Assessment Approaches Used
11. Deep Learning Progression: Collaboration
Dimension % Improvement
Working interdependently as a team 55%
Interpersonal and team-related skills 55%
Social, emotional, and intercultural skills 45%
Leveraging digital 27%
Managing team dynamics and challenges 0%
14. “I find conferences helpful because it allows me to
have a better idea of where students are in the task
and their progress”
“I chose not to have a final exam in this class, and
opted for a final conference instead. Some students
are better at explaining what they know rather than
writing it”
“I would do this again, but start earlier in the
semester because it was good to see students getting
involved in things they feel are important rather than
what I feel is important because I get more out of
them”
“The process of learning while completing the task is
as valuable or more valuable than the product at the
end of the task (conferencing throughout and at the
end instead of final exam)
“Conferencing is difficult
time-wise, but worth it”
15. Strengths: Student engagement, authentic learning
experience, on-going feedback through conferencing
Next Steps: Development of learning partnerships outside
of the school
Final Comments
16. Thanks to…
•Brendan, Sam and Hayden
•Students of the Grade 11 Environmental Science –
Semester 2
•Colleagues at DCVI
