Transdisciplinary Theme
How The World Works
Central Idea
The understanding of scientific principles impacts the environment.
Lines of Inquiry
Key Concepts
Change
Connection
Causation
Related Concepts
Innovation
Technological Advances
Sustainability
How The World Works
Central Idea
The understanding of scientific principles impacts the environment.
Lines of Inquiry
- How scientific principles lead to technological advances
- What leads to advances in scientific knowledge
- The effects of scientific advances on people and the environment
Key Concepts
Change
Connection
Causation
Related Concepts
Innovation
Technological Advances
Sustainability
HTWW Pre-Assessment
Date: 7 February 2017
Task:
Students worked with their UOI group (group for the entire unit) and rotated around the tables to solve the following Thinker Keys:
Assessment tool: Checklist and next steps in learning notes Regards
Date: 7 February 2017
Task:
Students worked with their UOI group (group for the entire unit) and rotated around the tables to solve the following Thinker Keys:
- Alphabet key – A-Z words related to natural disasters
- Construction key – construct a sturdy ladder using straws, scissors and masking tape.
- Brainstorming key – Make a mind map to think of as many ways as you can to support a structure to stand (without falling)
- Question key – Give five questions with the answer: Force
Assessment tool: Checklist and next steps in learning notes Regards
Reflection: This was a bit boring.
How natural disasters reflect scientific principles
Date: 21 February 2017
Learning Outcomes:
Earth and space
Forces and energy
Task: Students worked in groups to research one particular natural disaster. They had to find out how it is formed and what the after effect is. From there, they learned about the three laws of motion. Students had to take their knowledge from their natural disaster and find out how it reflects those scientific principles of motion. They collaborated to create three posters explaining the law of motion, how their natural disaster displays that law and draw to show how it works.
Assessment tool: Checklist and teacher notes
Date: 21 February 2017
Learning Outcomes:
Earth and space
- The History of the Planet Earth-- Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes
- The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns.
- Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans.
Forces and energy
- Each force acts on one particular object and has both strength and a direction.
- Forces that do not sum to zero can cause changes in the object's speed or direction of motion.
Task: Students worked in groups to research one particular natural disaster. They had to find out how it is formed and what the after effect is. From there, they learned about the three laws of motion. Students had to take their knowledge from their natural disaster and find out how it reflects those scientific principles of motion. They collaborated to create three posters explaining the law of motion, how their natural disaster displays that law and draw to show how it works.
Assessment tool: Checklist and teacher notes
Reflection: This was really fun.
Technological Advances of Structures
Date: 28 February 2017
Learning Outcomes:
• Know about the impact of scientific and technological developments on the environment
Know how resources affect the lives of people living there
A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.
Know the impact of natural disasters on people and the built environment
Task:
LOI 1 – How scientific principles lead to technological advances and LOI 2 - What leads to advances in scientific knowledge Research how structures are made to stand up to specific natural disasters from advances in technology. They researched advances in the development of structures by creating a timeline. The timeline had to have at least five structures that show continued improvement through the years. They had to write the style of each structure, it’s features and how it could be improved (based on the following structure).
Assessment tool: Checklist and peer evaluation
Date: 28 February 2017
Learning Outcomes:
• Know about the impact of scientific and technological developments on the environment
Know how resources affect the lives of people living there
A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.
Know the impact of natural disasters on people and the built environment
Task:
LOI 1 – How scientific principles lead to technological advances and LOI 2 - What leads to advances in scientific knowledge Research how structures are made to stand up to specific natural disasters from advances in technology. They researched advances in the development of structures by creating a timeline. The timeline had to have at least five structures that show continued improvement through the years. They had to write the style of each structure, it’s features and how it could be improved (based on the following structure).
Assessment tool: Checklist and peer evaluation
Reflection: This was so FUN to do!!!!!!!!
The Effects of Scientific Advances on People and the Environment
Date: 4 March 2017
Learning Outcomes:
Social Studies - Human and natural environments
• Know about the main physical and human features and environmental issues in particular localities (specific to natural disasters)
• Know the impact of natural disasters on people and the built environment
• Be able to inquire into geographical factors and their effects on people’s lives
Resources and the environment
• Know about the impact of scientific and technological developments on the environment
Know how resources affect the lives of people living there
Science - Earth and space
A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.
Task: Students will choose research effects from their natural disaster in the past. They will create a group slideshow to show the impact on people and the community.
Assessment tool: Checklist and notes
Date: 4 March 2017
Learning Outcomes:
Social Studies - Human and natural environments
• Know about the main physical and human features and environmental issues in particular localities (specific to natural disasters)
• Know the impact of natural disasters on people and the built environment
• Be able to inquire into geographical factors and their effects on people’s lives
Resources and the environment
• Know about the impact of scientific and technological developments on the environment
Know how resources affect the lives of people living there
Science - Earth and space
A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.
Task: Students will choose research effects from their natural disaster in the past. They will create a group slideshow to show the impact on people and the community.
Assessment tool: Checklist and notes
Reflection: This made me got very exited.
How The World Works Summative Assessment
Date: 10 March 2017
Learning Outcomes
Mathematics
Shape and Space
• Construct three-dimensional objects from given dimensions.
Social Studies
Human and natural environments
• Know the impact of natural disasters on people and the built environment
• Be able to inquire into geographical factors and their effects on people’s lives
Resources and the environment
• Know about the impact of scientific and technological developments on the environment
Know how resources affect the lives of people living there
Science
Earth and space
•The History of the Planet Earth-- Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes-- shared but not assessed
•The locations of mountain ranges,
deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns.
•Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans.
•A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.
Forces and energy
•Each force acts on one particular object and has both strength and a direction.
•Forces that do not sum to zero can cause changes in the object's speed or direction of motion.
•The patterns of an object's motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.
Viewing & Presenting
• Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
Task: Students used a key to decide which accessible materials would represent actual materials used to construct structures. With their group, they had to create a structure that would withstand the force of the natural disaster of their choice.
Assessment tool: Checklist and notes
Date: 10 March 2017
Learning Outcomes
Mathematics
Shape and Space
• Construct three-dimensional objects from given dimensions.
Social Studies
Human and natural environments
• Know the impact of natural disasters on people and the built environment
• Be able to inquire into geographical factors and their effects on people’s lives
Resources and the environment
• Know about the impact of scientific and technological developments on the environment
Know how resources affect the lives of people living there
Science
Earth and space
•The History of the Planet Earth-- Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes-- shared but not assessed
•The locations of mountain ranges,
deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns.
•Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans.
•A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.
Forces and energy
•Each force acts on one particular object and has both strength and a direction.
•Forces that do not sum to zero can cause changes in the object's speed or direction of motion.
•The patterns of an object's motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.
Viewing & Presenting
• Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
Task: Students used a key to decide which accessible materials would represent actual materials used to construct structures. With their group, they had to create a structure that would withstand the force of the natural disaster of their choice.
Assessment tool: Checklist and notes
Reflection: This was the best summative assessment ever!!!!!!!!!!
Instructional/Procedural Text
Date: 10 March 2017
Learning Outcomes:
• In group work, give clear oral instructions to achieve the completion of a common task. Follow oral instructions of increased complexity (planning to incorporate the structure as well as speech cards).
• Evaluate set of instructions (including attempting to follow some of them) for purpose, organization and layout, clarity and usefulness.
• Identify sets of instructions, which are for more complex procedures, or are combined with other text types (e.g. some recipes). Compare these in terms of audience/purpose and form (structure and language features).
· Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
• Explain the purpose and audience of a range of familiar text forms
• Use planning aids to plan and organize writing, e.g. flow charts, storyboards
• Use an increasing range of strategies throughout the writing process e.g. determine importance
• Draw upon semantic, graphophonic and syntactic knowledge when writing e.g. vocabulary knowledge, text-structure knowledge
• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing
• Check punctuation, variety of sentence starters, spelling and presentation
- Know less common letter patterns and the sounds they represent, e.g., tion, ph
Science
Earth and space
•The History of the Planet Earth-- Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes-- shared but not assessed
•The locations of mountain ranges,
deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns.
•Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans.
•A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.
Task: Students worked with their group to identify what they need to do to survive their natural disaster of choice. From there, students had to individually compose a text to describe the instructions/procedures someone must take to survive that natural disaster.
Assessment tool: Checklist
Date: 10 March 2017
Learning Outcomes:
• In group work, give clear oral instructions to achieve the completion of a common task. Follow oral instructions of increased complexity (planning to incorporate the structure as well as speech cards).
• Evaluate set of instructions (including attempting to follow some of them) for purpose, organization and layout, clarity and usefulness.
• Identify sets of instructions, which are for more complex procedures, or are combined with other text types (e.g. some recipes). Compare these in terms of audience/purpose and form (structure and language features).
· Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
• Explain the purpose and audience of a range of familiar text forms
• Use planning aids to plan and organize writing, e.g. flow charts, storyboards
• Use an increasing range of strategies throughout the writing process e.g. determine importance
• Draw upon semantic, graphophonic and syntactic knowledge when writing e.g. vocabulary knowledge, text-structure knowledge
• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing
• Check punctuation, variety of sentence starters, spelling and presentation
- Know less common letter patterns and the sounds they represent, e.g., tion, ph
Science
Earth and space
•The History of the Planet Earth-- Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes-- shared but not assessed
•The locations of mountain ranges,
deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns.
•Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans.
•A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.
Task: Students worked with their group to identify what they need to do to survive their natural disaster of choice. From there, students had to individually compose a text to describe the instructions/procedures someone must take to survive that natural disaster.
Assessment tool: Checklist
Reflection: This was really hard to make the sentence flow and add details.