IB students from Lo-Ellen Park teach students from R.L. Beattie about solar energy

A curious group of Grade 5 students from R.L. Beattie Public School learned about the solar system, solar power and everything to do with the sun during a special workshop provided by Grade 12 International Baccalaureate (IB) students from Lo-Ellen Park Secondary School.

Solar energy, which is a concept taught in the Grade 5 science curriculum related to earth and space systems, is a renewable resource from the sun capable of producing heat, which causes chemical reactions and generates electricity.

The idea for the workshop came together when Grade 12 IB teacher Jennifer Peloso was looking for ways her students could give back. “The guiding principles of an IB education includes a community mindedness component, and encourages students to be caring communicators,” said teacher Jennifer Peloso. “To reinforce this, I thought it would be great for my students to support an elementary class on a curriculum-based lesson.”

After presenting the idea to Chawna Ramsey, a Grade 5 teacher from R.L. Beattie Public School, both educators agreed the collaboration would be jointly beneficial.

“This was an exciting opportunity for us, as we return to our Grade 5 selves when our love of science was still developing,” said teacher Jennifer Peloso. “Our hope was to offer this group of elementary students that very same passion.”

“We loved learning about the sun and how our star affects life on Earth,” said Grade 12 IB student Maija Nener. “We wanted to demonstrate a love of learning and share our science knowledge with students from R.L. Beattie.”

Once a date for the workshop was selected, the group of Grade 12 students began crafting ideas for their lesson. To ensure a memorable experience, they also developed a hands-on game to get students thinking and moving.

During the presentation, students heard about the sun, its importance and the two types of energy it produces – active and passive.

Grade 12 IB student Charlotte Bertrand explained the difference. “Passive solar energy does not use any mechanical instruments,” she said. “An example of this is during the summer, your skin absorbs the sun’s UV light and turns it into heat, making you feel hot.”

She added: “Active solar energy directly generates electricity through a device, for example, a battery could capture sunlight and then turn it into electricity to power a lightbulb.”

Abigail Bourdon, also a Grade 12 IB student, went on to describe solar panels. “They are made with a silicone base, which is a semiconductor, a metal frame, which is a conductor, and glass, which is an insulator,” said Abigail. “Light from the sun, or photons, hits the solar panel and knocks loose electrons in the silicone base creating an electric current kept inside by the glass insulator. The current then escapes the solar panel and enters homes or wherever electricity is needed.”

She continued: “The planet loves solar panels because they produce clean energy, are cost efficient, provide electricity in remote locations, and help reduce climate change.”

“I loved the presentation,” said Grade 5 student Celine Avila. “They showed us a way to help protect the planet and we even talked about the Northern Lights”.

Following the insightful lesson and many questions asked, students headed outside for a game of “Solar Power Tag”. The game was created to help students better understand the process of converting solar energy to electrical energy.

While allowing students to run and have fun, the game also taught the order in which solar panels work – with photons hitting the panels and knocking electrons, creating an electric current.

For the game, students were randomly given the role of a photon, solar panel, or electron as well as numbered popsicle sticks depending on their role. Mimicking “survival tag”, photons had the most power, with the ability to tag solar panels and electrons; solar panels could tag only electrons; and electrons could tag no one.

If tagged, students had to give away one popsicle stick. As the game progressed, and students ran out of popsicle sticks, they became an electric current, with the ability to tag anyone, but with the limitation of having to walk.

When the game concluded, Grade 5 student Zack Zanatta expressed his enjoyment. “I loved the presentation. The slides were nice and easy to follow,” said Zack. “And, I loved the game. We had so much fun!”

“I was thoroughly impressed by the students’ readiness to teach, the vocabulary they used and the hands-on activity they prepared,” said teacher Chawna Ramsey. “My students were very engaged and absorbed all of the information. They are already asking when our next workshop will be.”

Teacher Jennifer Peloso was equally as enthusiastic. “The students certainly showed a deeper understanding of the solar panel process,” she said. “This project demonstrates how student partnerships lead to positive outcomes. We look forward to another rewarding learning adventure in the near future.”

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Media Contact:

Nicole Charette, Senior Advisor
Corporate Communications and Strategic Planning
Rainbow District School Board, 705-674-3171 ext. 7217.