For the Spring term, the Year 8ʼs project will focus on electricity and electrical circuits through a science-focused project. This project is linked with our big question “How can I use past scientific inventions to shape my future?”In Robotics, students will be exploring coding and putting electrical units together to begin getting comfortable with a range of electrical circuits and how electricity runs through an object. In Science, we are exploring the world of electricity and how over time, our scientific knowledge has developed and the world of technology has advanced. We will dive into the history and progress of electrical advancements through a range of experiences and activities. As a class, we will begin our project with an electricity escape room where students will explore past inventions in fun and exciting ways. Throughout the term, we will participate in experiments, experiences such as the science museum, and creations. For their exhibition, Gevurah will be hosting their own science fair where they will display the scientific inventions they have created. We are so excited to begin exploring the fascinating world of electricity!
Teacher’s Reflections
“One of the most rewarding aspects of the project was the high level of student interest and engagement. Students were genuinely excited about the hands-on nature of the project, which allowed them to explore their creativity fully. They enjoyed the opportunity to design and create using various technologies, including the 3D printer and laser cutter. This exposure to advanced tools not only heightened their enthusiasm but also provided them with practical skills that are increasingly relevant in today’s technology-driven world. One significant challenge was embedding the project within a cross-curricular framework. Instead of being integrated seamlessly across different subjects, the project was often taught in isolation during specific subjects, which limited its potential impact and the opportunity for interdisciplinary learning. Student behaviour affected both the input and output phases of the project. Behavioural difficulties sometimes disrupt the learning process, making it challenging to maintain a consistent and productive classroom environment. Students struggled with the critique portion of the project and found it difficult to engage in this process effectively.”
– Tianna Maciver
Students’ Reflections
“My favourite part of the project was the escape room” – Jack
“I learned about using the 3D Printer and laser cutter” – Ivy
“My favourite part of the project was the science fair” – Yitzi
