21 Century

Using PEEL Lesson Plans - 3 Phases of Learning

PEEL includes 11 lesson plans, including activities and other and teaching resources. Lessons are typically organized in a basic lesson and enhanced version. Typically, younger students will benefit from the basic lesson, older students from the enhanced information, however PEEL encourages teachers to use their discretion. Particularly if the topic is new to students, the basic lesson may be the most appropriate at any age. The lesson plans incorporate input and review from experts in each applicable subject area, as well as feedback from educators who have presented these lessons before.

PEEL Phases

PEEL is intended to be phased learning through each grade, in accordance with the research on effective education in this area. Each grade is encouraged to integrate all phases over the course of their PEEL project lessons, so that students have the chance to more fully understand not only the content but also the meaning of the topic.

The first 8 lessons are part of Phase 1: Exploration of Energy and Environment in Alberta. This phase is content based and provides the foundational learning for students to consider acting upon. Phase 2 and 3 move students through to an action plan. Research has proven that student action is critical to creating student empowerment and preventing students from feeling overwhelmed and defeated when addressing the topic of climate change. Teachers are encouraged to help students create an action plan that is as specific to their context as possible and reinforces the concept of Circle of Influence used throughout these lessons.

Lesson plans are intended to equip and enable teachers to adapt PEEL for their classroom. The lessons provided will help teachers integrate PEEL through many aspects of their teaching, or focus during specific times of year or within specific subjects. PEEL instructors are available to provide support to teachers, answering questions and providing feedback both online, by phone, and in person.

Lessons 1 - 11

Lesson 1 is the critical lesson for establishing the vocabulary and concepts important to all subsequent learning. It is also recommended that educators complete, or ensure their students are familiar with the concepts of sustainability, conservation, and energy efficiency which are introduced in Lessons 2-4.

Lessons 5-8 provide more detailed information on specific renewable energy technologies. We encourage educators to use their discretion with these lessons. For teachers who wish to incorporate local experts into their PEEL program, these lessons create excellent opportunities to do so. There are many industry professionals and related organizations throughout the province who have experience with the technologies studied in these lessons.

Lessons 9-10 are intended to help teachers lead students through an action-oriented project, allowing students to use their knowledge to discover, influence, and reflect on their learning. Lesson 11 includes a celebration of student growth, a vital component in affirming students and maintaining their motivation for future action.


Climate Conversations in your Classroom

Exploring and framing topics thoughtfully and intentionally is critical to the learning experience. The level of life-long engagement with climate change that we hope students will carry with them is directly affected by the conversations they have about climate change.  Conversations in your classroom can help students develop the soft skills they need to effectively engage the topic over their lifetime.

Recognizing this, the PEEL Project has divided learner objectives and lessons into two “types” of learning: hard skills and soft skills. Hard skills include information that is highly cognitive and rational, such as facts, data, and vocabulary. Soft skills, offer tools for interpretation and make sense of learning and feelings at a developmentally appropriate level.

In the PEEL project, soft skills can bracket a lesson that focuses more on difficult content. For example, when students learn that there is limited fresh water on our planet and that glaciers and ice are melting more quickly due to climate change, it can be challenging for students to internalize or digest this information. However, talking about emotions that arise in response to the information models for students that it is ok to feel uncomfortable with environmental realities. This is one way to soften the impact of learning of about climate change and give permission for students to feel what they need to in response to these global realities.

Another option might be to follow a lesson with an opportunity for students to express/discuss/articulate/artistically demonstrate how this reality makes them feel. Of course, even being aware of one’s feelings requires learning, so soft skills (feeling, identifying emotions, regulating emotions, talking about, writing about, etc.) take time to develop and normalize. Learning to recognize one's emotions while living with discomfort is a critical component of exploring climate change in a productive and healthy manner.

Debriefing is also an important part of classroom routines. Making time for discussion and space for students to sit with their learning in meaningful and mindful ways is important for all ages. This can be especially useful after an expert presents new learning or a particularly inspiring or heavy concept is explored. Debriefing can help students of all ages make the critical move information to personal action over the course of their learning about climate change.  

Below are samples of debriefing conversation starters.

Ideas for Starting a Debrief Conversation

  • "Hearing about _______________ made me wonder_______________"
  • "When I picture_____________, I imagine__________________"
  •  “This concept makes me feel __________ “
  •  “One person who I think really needs to learn about this concept is _________ because _________ “
  • “One thing I can do to improve awareness is….”
  • “One thing I can do to influence my circle of influence is….”
  • “One thing I am going to do differently is….”
  • “Now I know…..”
  • “This makes me wonder….”
  • "I can't help but wonder..."
  •  "If I could change one think, I would..."
  • "I'm [upset/angry/sad/interested/excited/_____] about this learning because....."
  •   "I feel hopeful about this because...."

Other conversation prompts:

  •  “Is anyone feeling a little unsettled or uncomfortable with some of the information you just heard/read? [pause]. Does anyone want to share what they think they’re feeling or what they feel uncomfortable with?” (discussion, written response, small group)
  • “Who is feeling inspired by our learning today? If there were no limits, what would you do with your inspiration?”
  • “What kinds of questions does this learning raise in you?
  • "What does this learning make you wonder about?”

Assessing PEEL Project in your classroom

Assessment of student progress should be evaluated from multiple angles throughout the study of energy and the environment. As the overarching goal of assessment in Alberta is to support student engagement and improve student learning, most assessments can be formative. Assessments are most useful when the practice of assessing is ongoing, responsive, and includes a mix of formal and informal tools. PEEL encourages conversation and observation as key assessment tools in the practice of teaching climate change science.

Each Lesson plan includes assessment suggestions for the topic covered. In some cases, this includes worksheets or projects students can complete. In other cases, assessment may be less formal and structured. 

PEEL Project Assessment considerations:

  • Keep anecdotal notes on student learning
  • Utilize student self-assessments
  • Focus your assessment on the Alberta Education 21st Century Learner Competencies     
  • Assessment should reflect the Interdisciplinary and integrated nature of the learning throughout various student subjects 
  • As learning unfolds as new topics are introduced, educators should revisit and revise initial assessment plans to meet new objectives
  • Consider both formative and summative assessment techniques

Alberta Assessment Approach

“The primary goal of assessment and communication of student learning is to help students learn better and help teachers teach better.”  RockyView School Division
“Recognition that improved student learning is the primary purpose behind assessment, evaluation and reporting practice represents one of the most important changes in our classrooms today.”   Foothills School Division
“Assessment happens every day, in every classroom, throughout the school year. Assessing a student’s progress is one of the most important ways we support the continued learning of our students.”  Calgary Board of Education
"The key purpose of assessment is to advance student learning and guide instructional practice and planning. A continuous cycle of instruction, assessment and adjustment serves to support students in navigating their learning." Golden Hills School Division
“Teachers and students need to know what students know, how they know it, how they show it, and what they need to learn next. Student agency - active and purposeful involvement in the design of learning experiences, participation in the gathering of assessment evidence, and making empowered and informed decisions about their own learning - is critical” (Guiding Principles of Assessment in Alberta, 2014, p.3).