other within the inquiry process. 6: Communication of possibilities, ideas and justifications through Students communicate their knowledge and dialogue with other students, with science educators, and with Supports the explore its ethical professional scientists offer students the chance to test their new Opera communication implications. COMMUNICATE: thinking and experience and be immersed in a key part of the performance process and the students opera locally and online scientific process. Such communication is crucial to an ethical performance communicate and (streaming) approach to working scientifically. logistics justify explanation Individual, collaborative and community-based reflective activity for Phase 7: Reflection process Reflection on the regarding the scientific process, and change both consolidates learning and enables students and Discuss the and artistic conclusions collection of teachers to balance educational tensions such as that between implications of a documentation of REFLECT: students open-ended inquiry learning and the curriculum and assessment global data from the reflect on the inquiry collaboration with requirements of education. GSO event to the students process and their extent possible / learning sharing experiences via social media.
other within the inquiry process. 6: COMMUNICATE: students communicate and justify explanation Communication of possibilities, ideas and justifications through dialogue with other students, with science educators, and with professional scientists offer students the chance to test their new thinking and experience and be immersed in a key part of the scientific process. Such communication is crucial to an ethical approach to working scientifically. Students communicate their knowledge and explore its ethical implications. Supports the communication process and the opera performance logistics Opera performance locally and online (streaming) Phase 7: REFLECT: students reflect on the inquiry process and their learning Individual, collaborative and community-based reflective activity for change both consolidates learning and enables students and teachers to balance educational tensions such as that between open-ended inquiry learning and the curriculum and assessment requirements of education. Reflection process regarding the scientific and artistic conclusions Discuss the implications of a global collaboration with students Reflection on the process, and collection of documentation of data from the GSO event to the extent possible / sharing experiences via social media.
CREATIONS-Demonstrator-Global-Science-Opera_Ghost-Particles.docx