Phase 3: Students analyse evidence, using dialogue with each other and the teacher Students analyse Help students creating and to support their developing understanding. evidence and make interpret the rehearsing the ANALYSE: students conclusions regarding potential opera within the analyse evidence their own initiative. implications of the various arts evidence for the disciplines students’ own (libretto, inquiry. costumes, music, etc.) Phase 4: Students use evidence they have generated and analysed to Formulations of Guide students in Continued scientific explanations, their consideration production of consider possibilities for explanations that are original to them. They EXPLAIN: students and sharing ideas with of possibilities. original material use argumentation and dialogue to decide on the relative merits of formulate an GSO schools in other (music, etc.), and the explanations they formulate, playing with ideas. explanation based countries opera rehearsals, on evidence and expanding awareness of what other GSO students are developing. Phase 5: Students connect explanations with scientific knowledge, using Formulating ideas in Continued rehearsals, different ways of thinking and knowing (‘knowing that’, relation to discipline ‘knowing Ensure scientific costumes how’, and this’) to relate their ideas to both disciplinary knowledge in a larger ‘knowing quality with making. CONNECT: students knowledge and to interdisciplinary knowledge to understand the context, including regard to Rehearsals may connect explanations origin of their ideas and reflect on the strength of their evidence and how scientific and explanations take place with to scientific explanations in relation to the original question. artistic ideas may other countries at knowledge cross-fertilize each this stage.
Phase 3: ANALYSE: students analyse evidence Students analyse evidence, using dialogue with each other and the teacher to support their developing understanding. Students analyse evidence and make conclusions regarding their own initiative. Help students interpret the potential implications of the evidence for the students’ own inquiry. creating and rehearsing the opera within the various arts disciplines (libretto, costumes, music, etc.) Phase 4: EXPLAIN: students formulate an explanation based on evidence Students use evidence they have generated and analysed to consider possibilities for explanations that are original to them. They use argumentation and dialogue to decide on the relative merits of the explanations they formulate, playing with ideas. Formulations of scientific explanations, and sharing ideas with GSO schools in other countries Guide students in their consideration of possibilities. Continued production of original material (music, etc.), and opera rehearsals, and expanding awareness of what other GSO students are developing. Phase 5: CONNECT: students connect explanations to scientific knowledge Students connect explanations with scientific knowledge, using different ways of thinking and knowing (‘knowing that’, ‘knowing how’, and ‘knowing this’) to relate their ideas to both disciplinary knowledge and to interdisciplinary knowledge to understand the origin of their ideas and reflect on the strength of their evidence and explanations in relation to the original question. Formulating ideas in relation to discipline knowledge in a larger context, including how scientific and artistic ideas may cross-fertilize each Ensure scientific quality with regard to explanations Continued rehearsals, costumes making. Rehearsals may take place with other countries at this stage.
CREATIONS-Demonstrator-Global-Science-Opera_Ghost-Particles.docx