c. selecting equipment to Students are to record their observations with notes on an observation collect data with accuracy sheet, taking photos and videos for upload onto Edmodo next lesson. appropriate to the Renewable vs. non-renewable energy students research and construct a – table classifying energy sources. Students join task (ACSIS126, ACSIS141) Edmodo / Google d. following the planned The Teacher invites the class to the Edmodo group / Google class and sets Class the boundaries for its use. procedure, including in fair tests, measuring and controlling variables (ACSIS126, ACSIS141) e. recording observations and measurements accurately, using appropriate units for Students ask questions. physical quantities 4.6.1 applies appropriate Once students have completed experimenting with the kits and evaluation techniques recorded the experience the class will begin the reflection activity. f. performing specific throughout each design Students are required to take part in a discussion analysing the safely and responsibly when project experiment and share their opinion on the experience. Students take working collaboratively to Students compare and define renewables and non-renewables. notes. complete a task within the Students list advantages and disadvantages of renewables and timeline SC4-1VA appreciates the non-renewables. importance of science in their Analyse how the STELR kit power sources work and why. g. assessing the method used lives and the role of scientific Analyse how the STELR kit power sources are more and identifying improvements inquiry in increasing environmentally sound choices. to the method (ACSIS131, understanding of the world Students post their opinions and become involved in the online ACSIS146) Students can around them discussion on Edmodo. define and Students can define Sydney domestic power comes from. compare WS5.1 Students The teacher is to lead discussion and show examples of why renewables renewables and identify data to be collected in are essential to the future of air quality and power generation on earth. non-renewables. an investigation by: Introduce the terms energy and sustainability presentation and analysis – a. identifying the purpose of MA4-2WM applies of information, look at government policies to highlight the importance – appropriate mathematical of sustainable future. an investigation techniques to solve problems b. proposing the type of Students reflect on own use of energy by interviewing each other in pairs (use teacher developed sample questions as stimulus). Students list how information and data that
4.6.1 applies appropriate evaluation techniques throughout each design project SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them MA4-2WM applies appropriate mathematical techniques to solve problems c. selecting equipment to collect data with accuracy appropriate to the task (ACSIS126, ACSIS141) d. following the planned procedure, including in fair tests, measuring and controlling variables (ACSIS126, ACSIS141) e. recording observations and measurements accurately, using appropriate units for physical quantities f. performing specific safely and responsibly when working collaboratively to complete a task within the timeline g. assessing the method used and identifying improvements to the method (ACSIS131, ACSIS146) WS5.1 Students identify data to be collected in an investigation by: a. identifying the purpose of an investigation b. proposing the type of information and data that Students are to record their observations with notes on an observation sheet, taking photos and videos for upload onto Edmodo next lesson. Renewable vs. non-renewable energy – students research and construct a table classifying energy sources. The Teacher invites the class to the Edmodo group / Google class and sets the boundaries for its use. Once students have completed experimenting with the kits and recorded the experience the class will begin the reflection activity. Students are required to take part in a discussion analysing the experiment and share their opinion on the experience. Students compare and define renewables and non-renewables. Students list advantages and disadvantages of renewables and non-renewables. Analyse how the STELR kit power sources work and why. Analyse how the STELR kit power sources are more environmentally sound choices. Students post their opinions and become involved in the online discussion on Edmodo. Students can define Sydney domestic power comes from. The teacher is to lead discussion and show examples of why renewables are essential to the future of air quality and power generation on earth. Introduce the terms energy and sustainability – presentation and analysis of information, look at government policies – to highlight the importance of sustainable future. Students reflect on own use of energy by interviewing each other in pairs (use teacher developed sample questions as stimulus). Students list how Students join Edmodo / Google Class Students ask questions. Students take notes. Students can define and compare renewables and non-renewables.
sarah-redfern_STEM_teaching-program.docx