Tracy Roberts Ellesmere College

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Tracy Roberts Ellesmere College
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My Goal

• To have a go at using an inquiry based model with
  an Environmental/Sustainability theme in one of
  my classes in the hope of getting students to
  take some form of action

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• Plan and Prepare
• ?
• Immersion
• ?
• Further Exploration Detail
• ?
• Action Plan
• ?
• Evaluate
• ?
• Celebrate

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• Plan and Prepare
• ?
• Immersion
• ?
• Further Exploration Detail
• ?
• Action Plan
• ?
• Evaluate
• ?
• Celebrate

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Ellesmere College Year 9 Gases Topic Learning
Outcomes

• Know the percentages of common gases in the
  atmosphere.
• Compare the greenhouse effect and ozone
  depletion.
• Describe the greenhouse effect and know what New
  Zealanders can do to reduce the output of
  greenhouse gases.

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• Our guiding question was
• Climate Change an inconvenient truth or great
  global swindle?
• Our big questions were
• What is global warming?
• What causes it?
• What effects does it have?
• What can be done to reduce it?

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• Plan and Prepare
• ?
• Immersion
• ?
• Further Exploration Detail
• ?
• Action Plan
• ?
• Evaluate
• ?
• Celebrate

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Big Idea Climate Change an inconvenient truth
or great global swindle?

• Learning Intention
• We are learning to read and sort information
  about climate change and use this information to
  complete a consequence wheel.
• Key Concepts
• Possible effects of climate change on weather
  patterns.
• Possible effects of climate change on humans
  other living organisms.
• Success criteria
• You have been given 2 success criteria but need
  to come up with one more as a group
• We will have read 2-3 different sources of
  information about climate change.
• We will use this information to complete a
  consequence wheel of some of the possible effects
  of climate change.
• Time Frame
• One period of class time
• Activity Outline
• The sources of material for this activity are
• Climate Matters What might happen to New
  Zealand posters (www.negawatt.co.nz)
• Climate Change 1 booklet (www.climatechange.govt.n
  z)
• Consequence Wheel worksheet
• Group size no more than 3 students per group
• To be handed in completed Consequence Wheel
  (ensure the names of all the students are written
  on it along with the success criteria you came up
  with)
• Start by working individually reading the
  supplied material.

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Reflection Graph
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• Plan and Prepare
• ?
• Immersion
• ?
• Further Exploration Detail
• ?
• Action Plan
• ?
• Evaluate
• ?
• Celebrate

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PMI Chart
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Final Footprint Tool
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Class brainstorm of some possible actions

• Stop burning rubbish
• Use less energy
• Take public transport
• Bike to work or walk
• Posters to inform people
• Recycle more
• Use less petrol
• Decrease greenhouse gases
• Reduce power
• Checks on cars
• Make an advertisement to inform people
• Turn off lights when leave room
• Use batteries instead of electricity
• Biofuel cars
• Use methane off dumps/landfills

• Cow farmers could plant more trees balance
• Less factories
• Invent cars that run on water
• Reduce amount of transport
• Use different energy solar power
• use electric cars
• Stop cutting down trees
• Less cars
• Reduced plants reduced medicine
• Make more containers recyclable
• Reuse containers
• Own chickens dont need to buy eggs
• Stop boy racers
• Car pools

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• Plan and Prepare
• ?
• Immersion
• ?
• Further Exploration Detail
• ?
• Action Plan
• ?
• Evaluate
• ?
• Celebrate

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Decision Making Grid (DMG) List your four best
Take Action ideas along the top boxes
Resources 5 Can definitely get what we need 3
Can get most of what we need. Will need to
investigate about some items 1 Cant get most
of the items we need Time 5 Can easily complete
project in time available 3 Can probably
complete in time available. Need to be focused
and work well 1 Cant complete project in time
available My Learning 5 Will gain new knowledge
and develop new skills 3 Will gain new
knowledge or develop a new skill 1 Will not
learn anything new
Conclusion
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Action Planner sheet
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Some of the action my students took

• Local garden centre donated two trees
• Seeds from the school kowhai tree were
  distributed with a letter
• PowerPoint presentation
• Worm farming

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• Plan and Prepare
• ?
• Immersion
• ?
• Further Exploration Detail
• ?
• Action Plan
• ?
• Evaluate
• ?
• Celebrate

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• Evaluation of Your Global Warming Project
• Name
• Project
• Date
• How did I work? (as part of a group as an
  individual) managing self relating to others
  participating and contributing
• Did I use my time well? Why/why not? managing
  self
• The things I think went well thinking
• The things I think that did not go so well
  thinking
• What goals can I set for next time? thinking
• Is my reflection graph a detailed account of how
  I was feeling throughout the project? Why/why
  not? thinking

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• Plan and Prepare
• ?
• Immersion
• ?
• Further Exploration Detail
• ?
• Action Plan
• ?
• Evaluate
• ?
• Celebrate

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Celebration

• Newsletter article
• Students spoke in assembly
• Visit to trees

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My Goal

• To have a go at using an inquiry based model with
  an Environmental/Sustainability theme in one of
  my classes in the hope of getting students to
  take some form of action

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PMI Chart
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Links to NZC

• KC thinking, participating and contributing,
  managing self
• Effective Pedagogy - Inquiry Model
• Nature of Science Understanding about Science,
  Investigating in Science, Communicating in
  Science
• Level Four of Science Curriculum Living World
  (Ecology), Material World (Chemistry Society)

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• Plan and Prepare
• ?
• Immersion
• ?
• Further Exploration Detail
• ?
• Action Plan
• ?
• Evaluate
• ?
• Celebrate