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Energy house   2
Energy house   2
Energy house   2
Energy house   2
Energy house   2
Energy house   2
Energy house   2
Energy house   2
Energy house   2
Energy house   2
Energy house   2
Energy house   2
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Energy house 2

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  • 1. Balerno Cluster Transition Project
  • 2. Background <ul><li>The transition project was a collaboration between Balerno Community High School, Dean Park, Kirknewton and Ratho Primaries. </li></ul><ul><li>This P7/S1 energy project involved the three primaries and the English, Mathematics and Science departments at the secondary school. </li></ul>
  • 3. <ul><li>Aims </li></ul><ul><li>To enhance continuity of learning across primary and secondary </li></ul><ul><li>To plan a project, taking into account the principles of Curriculum for Excellence </li></ul><ul><li>To identify an interdisciplinary focus that would create opportunities for collaborative working </li></ul><ul><li>To raise awareness of environmental issues </li></ul>
  • 4. Context – Energy House <ul><li>The learners in primary 7 are challenged to build a model of an energy efficient home. </li></ul><ul><li>The models are presented to a member of staff from the secondary for judging. </li></ul><ul><li>The project focused on the following key areas: </li></ul><ul><li>Science – energy, renewable energy sources, conserving energy, recycling, heat and insulation </li></ul><ul><li>Literacy – research and presentation skills </li></ul><ul><li>Mathematics – scale, 2D drawings, 3D models, perimeter, area and volume </li></ul>
  • 5. Partnership working - Process <ul><li>Beginning in session 2008/09, representatives from each school met to progress the cluster improvement plan focusing on P7/S1 transition. </li></ul><ul><li>The working party created an interdisciplinary study which would better equip pupils for starting secondary education. </li></ul>
  • 6. Focus experiences and outcomes <ul><li>By considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy. </li></ul><ul><li>SCN 2-04a </li></ul><ul><li>  </li></ul><ul><li>  Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use. </li></ul><ul><li>SCN 2-04b </li></ul><ul><li>Science </li></ul><ul><li>Finding out about what energy is </li></ul><ul><li>Researching different sources of renewable energies </li></ul><ul><li>Finding out different ways energy conservation can be applied to design of housing </li></ul><ul><li>Investigating: </li></ul><ul><ul><ul><li>heat transference </li></ul></ul></ul><ul><ul><ul><li>how house design can affect cooling and heating in a home </li></ul></ul></ul><ul><ul><ul><li>Different materials and their insulation properties </li></ul></ul></ul><ul><li>Measuring, recording and evaluating results </li></ul>
  • 7. Mathematics <ul><li>Creating 2D plans </li></ul><ul><li>Working with scale </li></ul><ul><li>Calculating area and perimeter </li></ul><ul><li>Applying understanding of 3D shapes to the creation of models </li></ul><ul><li>Understanding surface area and relating this to heat loss </li></ul>
  • 8. Mathematics and Numeracy Outcomes <ul><li>I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object . </li></ul><ul><li>MNU 2-11c </li></ul><ul><li>  I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. </li></ul><ul><li>MNU 2-11b </li></ul><ul><li>Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. </li></ul><ul><li>MTH 2-17d </li></ul>
  • 9. Literacy <ul><li>I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. </li></ul><ul><li>LIT 2-10a </li></ul><ul><li>I recognise the need to acknowledge my sources and can do this appropriately. </li></ul><ul><li>LIT 2-25a </li></ul><ul><li>When listening and talking with others for different purposes, I can: </li></ul><ul><li>share information, experiences and opinions. </li></ul><ul><li>Explain processes and ideas </li></ul><ul><li>Identify issues raised and summarise main points or findings </li></ul><ul><li>Clarifying points by asking questions or by asking others to say more. </li></ul><ul><li>Lit 2-09a. </li></ul>Skills Research, consideration of and acknowledgement of sources Note taking Listening and talking in groups Preparing and structuring a presentation
  • 10. Learning and Teaching approaches <ul><li>Collaborative group work </li></ul><ul><li>Assessment is for learning strategies </li></ul><ul><li>Demonstrations of knowledge and understanding through group presentations </li></ul>
  • 11. Project Evaluation <ul><li>Pupils enjoyed and engaged with the challenge </li></ul><ul><li>Awareness of environmental and conservation issues was improved </li></ul><ul><li>There were issues with time constraints and resources </li></ul><ul><li>Refinements of plans </li></ul>
  • 12. Next Steps and the future <ul><li>Working with partners and experts to add value e.g. Changeworks and the Renewables Roadshow </li></ul><ul><li>Celebrate successes in a variety of ways, for example, writing articles for the Balerno News </li></ul><ul><li>Identifying equipment and CPD needs for teaching investigative skills in science </li></ul><ul><li>Involvement of the technology department </li></ul>

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