4.2.2 selects, analyses, How have others made significant improvements in this area? presents and applies research What types of action can we take to bring about the and experimentation from a change/redesign we want? variety of sources Who are the people (stakeholders) in our school who use energy and what are their needs and concern? SC4-7WS processes and analyses data from a Class can also brain storm how the agreed direction for action will be investigation and communicated e.g. power point presentation, Prezi, video, SketchUp, etc. secondary sources to identify trends, patterns and relationships, and draw conclusions MidTerm 1 Students take Expert Lectures and Consultations notes. Invite guest lecturer(s) throughout the project to discuss with the class Students ask for what their area of expertise and role is in the community. Ask the expert expert advice and to provide input and feedback to the work of students and groups. SC4-1VA appreciates the implement importance of science in their changes. Possible guests include: lives and the role of scientific inquiry in increasing Students ask Architect / Engineer / Designer understanding of the world questions. Town planner or Local council liaison officer around them Builder (green home specialist or local project home building supervisor) SC4-2VA shows a willingness Local university lecturers in relevant fields to engage in finding solutions School teachers from other locations with relevant experience to science related personal, Representatives from green power product companies (solar social and global issues, installers etc.) including shaping sustainable Local energy provider representative or consultant futures Encourage groups and students to prepare questions and define problems for the experts to assist with.
4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources SC4-7WS processes and analyses data from a investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them SC4-2VA shows a willingness to engage in finding solutions to science related personal, social and global issues, including shaping sustainable futures How have others made significant improvements in this area? What types of action can we take to bring about the change/redesign we want? Who are the people (stakeholders) in our school who use energy and what are their needs and concern? Class can also brain storm how the agreed direction for action will be communicated e.g. power point presentation, Prezi, video, SketchUp, etc. MidTerm 1 Expert Lectures and Consultations Invite guest lecturer(s) throughout the project to discuss with the class what their area of expertise and role is in the community. Ask the expert to provide input and feedback to the work of students and groups. Possible guests include: Architect / Engineer / Designer Town planner or Local council liaison officer Builder (green home specialist or local project home building supervisor) Local university lecturers in relevant fields School teachers from other locations with relevant experience Representatives from green power product companies (solar installers etc.) Local energy provider representative or consultant Encourage groups and students to prepare questions and define problems for the experts to assist with. Students take notes. Students ask for expert advice and implement changes. Students ask questions.
sarah-redfern_STEM_teaching-program.docx