Follows a sequence of Blocks/zones or types of energy use (lighting, heating, cooling, transport). measurements instructions to safely and efficiency of Teacher facilitates discussion using Google Docs or Office 365. Students undertake a range of appliances, enter results into a spreadsheet, graph results and share to on-line investigation tabulating data SharePoint. collecting. MA4-19SP collects, represents Teacher facilitated discussion: class identify issues or concerns with and interprets single sets of energy use in the school. Students form groups and investigate further data, appropriate Drawing identified issues as directed by the teacher and report back to class. statistical displays conclusions from the data compiled Further information is obtained as required interview with Principal MA4-20SP analyses single sets – from the energy of data using measures of and/or staff, visit to local council, access to local experts. What else do we audits. Comparing location, and range know about energy? What investigations do we need to undertake? the audit data with other data available. Week 7 - 8 4.2.2 selects, analyses, Energy scenario comparisons presents and applies research and experimentation from a Teacher Presents two futures scenarios highlighting two vastly different variety of sources perspectives on life in the future. (Teacher led development of mind map showing two futures involving presence and absence of recycling, Students ask resources, energy). Students answer questions and form their own SC4-1VA appreciates the questions opinion about their preferred future, why and how they can help obtain importance of science in their it. lives and the role of scientific Students make inquiry in increasing suggestions What is the preferred future in regard to our school energy use? understanding of the world What do we need to change in our school and why do we need around them Students construct to bring about the change? an opinion on How do we communicate our ideas? SC4-2VA shows a willingness sustainable energy Do we know enough about school energy use and what we to engage in finding solutions want to change to move on to the next phase? to science related personal, Is sustainability possible on a small scale? social and global issues, including shaping sustainable futures
Follows a sequence of instructions to safely undertake a range of investigation MA4-19SP collects, represents and interprets single sets of data, appropriate statistical displays MA4-20SP analyses single sets of data using measures of location, and range 4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources 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 Blocks/zones or types of energy use (lighting, heating, cooling, transport). Teacher facilitates discussion using Google Docs or Office 365. Students enter results into a spreadsheet, graph results and share to on-line SharePoint. Teacher facilitated discussion: class identify issues or concerns with energy use in the school. Students form groups and investigate further identified issues as directed by the teacher and report back to class. Further information is obtained as required – interview with Principal and/or staff, visit to local council, access to local experts. What else do we know about energy? What investigations do we need to undertake? Week 7 - 8 Energy scenario comparisons Teacher Presents two futures scenarios highlighting two vastly different perspectives on life in the future. (Teacher led development of mind map showing two futures involving presence and absence of recycling, resources, energy). Students answer questions and form their own opinion about their preferred future, why and how they can help obtain it. What is the preferred future in regard to our school energy use? What do we need to change in our school and why do we need to bring about the change? How do we communicate our ideas? Do we know enough about school energy use and what we want to change to move on to the next phase? Is sustainability possible on a small scale? measurements and efficiency of appliances, tabulating data collecting. Drawing conclusions from the data compiled from the energy audits. Comparing the audit data with other data available. Students ask questions Students make suggestions Students construct an opinion on sustainable energy
sarah-redfern_STEM_teaching-program.docx