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CLASSROOM AND SCHOOL CONTEXT:

Year 7 Science

School:  Yarrangalla Primary State School is a school found in Hervey Bay, on the coast of Queensland parallel to Fraser Island. The school has a total enrolment of eight hundred students who all originate from various socio-economic and cultural backgrounds. The school has access to five computers in each classroom, an additional computer lab with 21 computers and access to 5 iPad’s per year level (The school is currently in the process of applying for a one to one program where children have their own laptops or iPad’s in the classroom).

Students:  25, Also to be noted, the class has two students who have Autism Spectrum Disorder’s (ASD).

LEARNING OBJECTIVES:

At the beginning of the unit students will learn about renewable and non-renewable energy sources and how these sources benefits’ change the way we live (ACARA, 2014). The students will learn about the various renewable models society has to offer to create energy in the most beneficial, cost-effective and long term way possible. Students will explore the changing components within these models’ systems and how they affect the ecosystems we live in and off of today (ACARA, 2014).

By the end of the unit students should be able to demonstrate an adequate level of knowledge and understanding about renewable and non-renewable energy resources as they scientifically inquire, design a new or elaborate on a previous renewable energy source model. Students should be able to use an inquiry investigation approach to work out and design a new or an elaboration on a previous renewable energy source model, a model that is the most beneficial, cost-effective and long term solution to the problem of society consuming more and more energy on a day-to-day basis.  The students should be able to demonstrate and communicate these ideas and hypothetical solution through a digital model designing programme called Sketchup.

CONTENT DESCRIPTORS FROM ACARA:

Science Knowledge and Understanding, Earth and Spaces Science

  • Some of Earth’s resources are renewable, but others are non-renewable (ACSSU116)

 

Design and Technologies Knowledge and Understanding

  • Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment (ACTDEK034)

Design and Technologies Processes and Production Skills

  • Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)

Questioning and Predicting

  • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)

Planning and Conducting

  • Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

Evaluating

  • Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131)
  • Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132)

Communicating

  • Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)

ASSESSMENT CRITERIA:

Formative Assessment:

  • Students will develop a hand drawn drafting plan of their renewable energy source model before transforming it digitally onto the Sketchup programme to be handed in via the specific timeline. The teacher will provide feedback in accordance to the rubric.
  • In pairs the students will provide each other with peer feedback, using peer review reports.  
  • Students will use a blog to demonstrate their new knowledge and understanding, ideas and reflect on the lesson and their experiences. The teacher will monitor these lesson by lesson and allow time after lessons for students to complete this formative assessment.

Summative Assessment: 

  • Using Sketchup students will create a digital model/ plan of a new or improved renewable energy source model that labels all features such as; turbines, solar panels, water and so on, as well as all special features.
  • Students will then provide an oral presentation explaining; how their model works, how their model is renewable, how it’s a cost-effective, long term and beneficial model, how the model is better than existing renewable models and any extra features the model holds.
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