Values for Adventist Schools Action Response (Thread Number) Description of Action Response Biblical Foundation Key Essential Questions for Students Adapted from Transformation by Design Further Questions for Teachers Adapted from Transformation by Design Sample Teaching and Learning Ideas that reflect an adventist worldview in this value Hope Overcoming Setbacks (12) Students overcome setbacks through the strength of the Spirit and live in hope and faith. 1:12 Matt 5:11-12 Romans 5:4 What does perseverance look like and how do we respond to setbacks? What influence does a positive (growth) mindset have on our responses to setbacks? By knowing God, how can we intentionally resilience and perseverance into our curriculum/teaching practices? Great people of the past who persevered: Thomas Edison, Ernest Shackleton, Peter the Apostle, etc. Redesign a failed science experiment Suggest improvements to a science experiment Resilience and courage in receiving and giving feedback Celebrating Life (4) Students embrace the full suite of God’s provisions in life and live in such a way that all may flourish. Ps 16:8-11 Eccles 9:10 Ps 90:14,17 What do we do to value and celebrate life? How do we provide students opportunities to celebrate life, and learning? Hatch chickens, grow vegetables and fruit, look at insects under the microscope, investigate decomposers, study genetics, life cycles, reproduction, cooking what we have grown Ten most ugly animals website Relishing Play (17) Students have an attitude of joy-filled play as they respond to what God has provided and Christ has restored. Proverbs 8:27-31 Eph 5:20 Job 38:4,7 Job 38:32,35,37 Why is play important in Science? Can we find the balance between work, rest and play? What is play and how can I make Science fun? Physical sciences: play with Lego, make pulleys, helicopters, race Billy carts and measure their speed, use robotics, make electronic circuits Biological sciences: make DNA models, investigate insects and flowers and space sciences: Make renewable energy, make rockets. Chemical sciences: investigate as many elements as possible, make plastic or ignite fuels Key Values of the scriptural story can be woven through the curriculum and thereby ‘draw together’ meaning and purpose in learning. These numbers in the Response Threads column correspond to the Threads in ‘Transformation by Design” by the National Institute for Christian Education, 2015
Selective breeding can be used to obtain desired traits. How gene technologies can be used to transfer DNA from one organisms to another. How a range of gene technologies are used, such as cloning, transgenics, paternity testing and research. Respectful discussion/debate different viewpoints on genetic technologies. Stage 2 - Evidence Evaluative Criteria Students will show their learning by: Accurate Creative Proficient Detailed Evaluated Critically analysed Coherent and thoughtful Performance Tasks: Students will show that they really understand by evidence of: Draw and a DNA model. Construct punnet squares and predict offspring genotypes and phenotypes from parent genotypes. Analyse and construct pedigree charts using generational information. Model the differences between meiosis and mitosis. Group oral presentation on genetic technologies discussing applications and ethics from a variety of worldviews. EXAMPLES OF TYPES OF TASKS: MODEL MAKING TEST PRESENTATION & DISCUSSION Other evidence: Respect in discussions. Understanding that different worldviews will come up with different conclusions on ethical issues. Articulating a variety of viewpoints on ethical issues. Stage 3 – Learning Plan Summary of Key Learning Events and Instructions Introduction to the unit. Have a look at the traits of the individuals in the Use PTC test strips to see who can taste it. Construct a class tally looking at who can roll their tongue, who has a widow’s peak, straight vs. curly hair, middle-hair digit, eye colour, hair colour, and other genetic traits. Brainstorm what students know about DNA. Discuss and draw the structure of DNA. Make a model of DNA. Practical: extract DNA from a (such as wheat or strawberries) and compare to DNA students extract from their own bodies. Progress Monitoring Check diagram. practical report.