Assessment

 

Stage:

1

Subject:

Science and Technology

Skill:

Design and Technology

Strand:

Living World

Thinking Skills:

  • Design Thinking
    • Students engage with design thinking skills as soon as the Problem Statement is introduced to them. Ideas regarding the sustainability of an animal will begin to emerge before any research takes place. It is through the carefully scaffolded activities that design thinking is controlled and nurtured in the best way possible.
  • Scientific Thinking
    • Students engage with scientific thinking skills during and after research is conducted on their chosen animal and on enclosures. When students make the connection between the two, they think scientifically by observing and gathering data but also using an open mind while communicating their findings.
  • Systems Thinking
    • Students systems thinking skills are switched on upon hearing the problem statement. Ideas begin to form about the best type of habitat that could be made, but the systems thinking skills properly kick in when students link the information about enclosures/conservations as they begin to link this information and the needs of their chosen animal.

Learning Across the Curriculum:

  • Sustainability
    • throughout the PBL and scaffolded activities, students develop an awareness of sustainable environments, care taking of animals and environments and protection of threatened species. Sustainability focuses on a future outcome and this PBL assessment nurtures the students thoughts and future planning both around sustainability and “what will happen if” scenarios.

Content:

  • Identify that living things live in different places that suit their needs
  • Design and produce an environment to cater for the needs of a living thing (DesT)
  • Encourage the return of a living thing to a local environment

Outcomes:

  • ST1-4LW-S: Describes observable features of living things and their environments
  • ST1-2DP-T: Uses materials, tools and equipment to develop solutions for a need or opportunity

Project Outline

  • Students will be required to use a combination of the skills and knowledge gathered from Activities 1, 2, and 3 to adapt the base Minecraft world provided on the website to create a environment in order to answer the Problem Statement.

Minecraft Base World:

Purpose of Technology Selected:

  • Minecraft:
    According to an article called “Minecraft in the classroom: The education edition”, the use of Minecraft in the classroom allows students to understand the process of systems thinking and sequencing, but it also sees students using critical thought in how and what to include for a particular project. Not to mention the logical thinking and collaboration when working in groups, the interactive nature of Minecraft really appeals and engages students of all ages (“Minecraft in the classroom: The education edition.”, 2017).
  • Used to create the final product for the project.
  • Introduce students to basic minecraft use, for coding development later in stage 2
  • Further engage students in learning as Minecraft is used outside of school for leisure

HP Reveal:

  • Used for brainstorming ideas on school adaptation
  • An interactive virtual reality experience → adds an extra element of a real-life activity

Powerpoint:

  • Used as a way to collect ideas and present work for submission in Activity 2

iMovie:

  • Used to film, edit and publish an advertisement promoting their “habitat enclosure” for Activity 3

iPads:

  • Used to access Project Based Learning website
  • Used through whole project to operate iMovie, Powerpoint, Google Documents, HP Reveal

Submission Instructions:

Depending on how the students would like to approach the final project, there are two submission links. Those students in groups need to upload their work for each activity and the final project in the online document under Group Submission below. Those students working individually need to upload their work for each activity and the final project in the online document under Individual Assessment below.

GROUP SUBMISSION – https://drive.google.com/open?id=1on4a_kMtBGJpRQBWHj1FxJs5J5qDdDCR8NyleaVhgsQ

INDIVIDUAL SUBMISSION – https://docs.google.com/spreadsheets/d/12Zferp5_IQVy-SZnPvRWSgpCRG0uiKs9sLF3uBNKNN0/edit?usp=sharing