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.
MA4-3WM recognises and explains mathematical relationships using reasoning needs to be collected in a range of investigation types, including first-hand and secondary sources c. locating possible sources of data and information, including secondary sources, relevant to the investigation electricity is generated in different locations around the world in the project diary. Concepts Provide a meta-view of the concepts, lift students into a wider view of the concept of Energy, Energy Conservation and Sustainability: What’s being done now? Provide students with design and photos of new houses. What are the new requirements to new houses in terms of energy saving features? Compare and contrast different local council’s LEP Local Environment Plan? What do you think they add these energy saving features to new houses? Compare and contrast the investment involved in adding these energy saving features compared to the dollars that could have been saved. 3L Practice – Working on defined concepts 3R Extend – Messing around Syllabus Points Content 4MAT Learning Experiences Evidence of Learning Reg/Date SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge SC4-5WS produces a plan to investigate questions and problems SC4-6WS Week 3-6 Energy Audit: How and where do we use energy here at school? Mapping of school grounds (use available software i.e. GIS, MS Visio or simple drawing tools and/or existing scaled maps) – divide school into blocks or zones. Class brainstorm how to best find out about energy use in the school and how best to assess and analyse the results – this maybe based on the Students perform an energy audit examining any or all of energy consumption, daily
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
MA4-3WM recognises and explains mathematical relationships using reasoning MA4-6NA solves financial problems involving purchasing goods MA4-7NA operates with ratios and rates and explores their graphical representation MA4-8NA generalise number properties to operate with algebraic expression MA4-15MG performs calculations of time MA4-2WM applies appropriate mathematical techniques to problems Week 10 - 14 School’s Power Consumption data from energy audit, students to calculate the actual power consumption of each electrical device/appliance, tabulate in the table/excel with energy rating, energy in cents per kilowatt-hour, and total energy consumption and present to class. Exploring option for making a change/redesign: Brainstorm the most important things the change/redesign has to achieve to be successful – priorities the list in terms of importance Class/group agrees on the success criteria for change Case studies –students research successful energy saving strategies and present a report of their findings Class/group brainstorm actions to bring about change/redesign and evaluate these using the success criteria. The POOCH model could be used where students identify the Problem, Options, and Outcomes for each option and Choices. Class/group vote to determine agreed direction for action. This may include changes to facilities and building, new products and/or totally a new redesign building and facilities. How will we know if the change/redesign we make has been successful? (success criteria) Students participate in brainstorming activity. Students can use collected data scientifically. Students conduct and complete a case study. Students record their work in the folio.
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.
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 SC4-3VA demonstrates confidence in making reasoned, evidence based decisions about the current and future use and influence of science and technology, including ethical considerations Students are required to present a visual diary showing the work they have completed including photos and videos using appropriate ICT. Students are required to present their own project brief describing why the project is important to them. Students are required to present their research including the key mathematical and scientific theories that underpin the learning within the project. Students can present any examples of work including models, prototypes and testing. Students will ask for feedback from the executive and invited experts. Students will all have roles within the presentation and the presentation will be presented to the class initially for evaluation and improvement. face to face audience. Students record the presentations. Evaluation (Registration)