Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
St James the Great, a school in Beaumont Primary, in Suffolk Small scale hydro plant Croydon ‘All learners are entitled to experience a traditionally broad Scottish curriculum that develops skills for learning, skills for life and skills for work, with a sustained focus on literacy and numeracy, that encourages an active, healthy and environmentally sustainable lifestyle and builds an appreciation of Scotland and its place in the world.’ Building the Curriculum 3Sustainability and renewable technologies in schools
Interactive buttons, please click on which session you would like to visitOverview Session 4 Session 1 Session 2 Session 3 Groups present question time Splitting class into ContinuingSTEM ambassador from peers + the five ‘main’ research andin to contextualise feedback from renewable presentation +and inform pupils teacher and technologies and small tasks. on project. pupils (small sustainability task). groups– research proposal + small Rationale tasks. and vital Session 5 Lesson setting upinformation and using renewableAssessment Sustainability technology and sustainable developments.Evaluation Session 6 Session 9 Session 8 Session 7 Pupils will use Begin new ‘mysusthouse’ for half case study, new Carry on with the lesson, then they school build. proposal (big proposal in the same groups (big will be setting task, case study, themselves SMART new school build). task, case study, new school build). targets and using technical drawing equipments to plan a layout page.
Click here to see lesson plan Session 1 TaskTeacher inputThe teacher will introduce the project and a STEM ambassador would work through their slide show as abrief summary of what the next nine weeks basis of what to do, but if the pupils asks questions, this mayholds for the pupils. There is a teacher’s slide open up avenues of interest that he would happily changeshow provided (interactive link below). Pupils the focus of the lesson to accommodate their knowledge andwill be placed in five groups; these are the interests. The ambassador will speak about sustainability ongroups they will work in throughout this a very general basis as to allow pupils to develop knowledge.project. The STEM ambassador will be At the end of the slide show there is a task set to the groups.introduced and then their slide show will be This focuses on what their prior knowledge of sustainabilityput on. It is important that the teacher is, what they have learnt today and group work. They will bemanages behaviour and possibly asks the choosing a case study, e.g. A building that they know of andSTEM ambassador some questions if the will discuss what sustainable factors are included in thatpupils need some more detail. building and what else could be done to make the building more sustainable.Closure PlenaryAt the end of the lesson the pupils participate in summarising what they have learnt within the 3 groups which weremade clear to the pupils at the start of the lesson. Thank you letter Letter from STEM Lesson STEM sent from me to PowerPoint ambassador’s ambassador to the Dean of University post PowerPoint Caledonian lesson University
Sessions 2-3 – small task Teacher input Task At the start of the lesson the teacher may In these groups they will then be told that they are to research want to discuss behaviour and what is their topic using ICT and produce a presentation by using expected from the pupils when completing traditional hand drawing skills and ICT skills, e.g. a poster group work. A discussion should also take which they will be presenting in lesson four as a group to the place for what five sustainable factors will rest of the class, informing them of important facts and be research further. This class chose wind, information on their respective technology (Literacy, Health solar, insulation, transport and energy and Well being, Technologies and Energy ). In the hope that saving devices. The pupils will be split up peer to peer teaching and group working will be utilised to its into five groups (this process is up to the full potential and the class will learn about the main classroom teacher. By doing it in this renewable technologies and areas of sustainability. During manner it allows differentiation in a natural these presentations they are to draw on case studies that have way without obvious intervention from the been successful to help them convey their ideas. This task will teacher and allows the pupils to work on be over three lessons including the presentation. This is a team working and social skills so vital to small task that will develop the skills needed for the final big professional life. The slide show (included task. There are small tasks that will be included within this on the next slide) will guide you through task, shown on the next pages, that all pupils will take part in. the first part of the class. There will be an exemplar put on the board of the kind of product that the pupils will be looking to produce although it won’t be too descriptive as not to channel and limit the pupils’ creativity. Along with thinking prompts and roles for the pupils Closure Plenary to uptake. The teacher will round up the lesson by reviewing the pupils’ work during the day and asking open questions at the end of the lesson. By pairing mixed ability children together “studies have shown that whilst the tutee will learn new information the tutor also learns new skills and information” (Schaffer, 2006:210).
Sessions 2-3 - Small tasks After the introduction pupils will be split up into Research Task their groups. They will then take part in short tasks that are interactive, engaging and educational. The research task is then introduced. They will be told that they are making a presentation page using a mixture of ICT and Small task draughtsmanship skills . At this point they can be shown the exemplar page (interactive link below), which the teacher will go Each group will be given a set of cards, with onto discuss with the pupils the positives and negatives aspects of different types of sustainability on them (Appendix the poster. B in lesson two, interactive link below). The pupils will arrange these in order of importance (using Each group will be given their sustainable topic cards (interactive the ‘triangle of importance’). They will be given link below). There are two sets of cards (differentiation). It is up to time to go around the tables and have a look at the teacher which cards they decide to give out to which groups. the other groups’ thoughts. Throughout this task the pupils will realise that, in fact, for a sustainable Towards the end of the lesson there is time to analyse the groups’ future there are many elements that need to performance (verbally and written work). change rather than just introducing renewable technologies. So to help the process the teacher Then the pupils are asked open questions related to the success can ask the pupils, ‘In a perfect world, what shape criteria (found in the assessment link on the overview) would we have instead of a triangle?’ The answer is a circle with sustainability in the middle. . Group name cards Lesson three Pupils plan working on Exemplar Lesson two Lesson two Sustainability Pupils small task presentation plan PowerPoint cards page working on Lesson three big task Cue cards PowerPoint
Session 4 Lesson plan Feedback forms Group name cards Lesson PowerPoint Feedback Summary Teacher input Task Teacher will start the lesson using the PowerPoint The pupils will then present their posters. Their poster provided (Interactive link above) to discuss the will be pinned up at the front but also the poster can be lesson objectives and success criteria with the projected on to the SMART board by a visualise or pupils. The teacher will then given the pupils two alternatively by taking a photo of the posters before hand minutes to think about the presentation skills they (see PowerPoint). The pupils are given five minutes each will need to use. The teacher will then work around to speak; during this time the whole group should play a the tables taking suggestions of these skills. These part in the presentation, if possible. will then be written up on the white board through a discussion with the pupils. When the pupils are Pupils that are observing should be listening and writing presenting the teacher may wish to be looking at down any questions that they wish to ask. At the end of the assessment criteria and the success criteria the presentation the pupils are allowed to ask questions. (included in assessment section). At the end of the It is important that the pupils are aware this is a key stage presentations it is advised to share your thoughts of what would happen in the ‘real world’. All groups will and discuss with the pupils your views if they have now provide peer feedback using the feedback slips completed or are on their way to completing (interactive link above). At the end of the lesson pupils certain objectives. will receive all the feedback on their presentation and use these to produce to write comments on the feedbackClosure Plenary summary (Interactive link above).The teacher will also give feedback to the class regarding general feedback about the presentations and thelearning objectives, focusing on positive and constructive feedback. Also a brief summary of what the class willbe doing next lesson (see next slide) Homework Homework pupils’ work with answers
Session 5 Lesson plan Group name Responsibility Cue cards cards cards Lesson Pupils PowerPoint Task working onTeacher input investigationsThe teacher will start the lesson by being reflective on Pupils will choose a responsibilities when completing thesethe presentations from the last lesson then a discussion investigations. These responsibly will allow the pupils toof the lesson objectives and success criteria (Found on carry out the investigations in a controlled manner andPowerPoint above). The teacher will introduce the four include all pupils in the group by allowing them to utiliseresponsibilities which each group will get: facilitator, their strengths (differentiation). The pupils will be given cuescribe, includer and a reader- pupils will choose a role cards which have tasks on them and instructions for settingfor themselves. The teacher will then explain that the the investigations up. The pupils are to work through andpupils will be doing three investigations (a group per ask for support when required (problem solving skills). Theinvestigation) and the other two groups will be pupils in their groups will be undertaking threecompleting the ‘mysusthouse’ game on the computers. investigations each and playing an online sustainabilityThe teacher will need to be available to help pupils if ‘game’ which focuses on environmental impact andthey are struggling (differentiation cards included financial impact of their building. This lesson is a great(included in cue cards). The teacher may wish to use an interdisciplinary element of the project which could beonline timer on the board to allow the pupils to see carried out in Science.how much time they have left on each task. The The 3 different investigations are focusing on: wind powerteacher will need remind pupils that they only have ten (1), insulation (2) and solar power (3). 3minutes on each task.Closure PlenaryThe teacher will ask the groups questions regarding theexperiments to see if the correct answers have beenobtained and to consolidate information. A short discussion 2should also take place to allow the pupils to know what is happening 1during the next lesson (see next slide).A Curriculum for Excellence states that “there is a clear recognition of the importance of play andactive learning experiences." (Scottish Government: 2008)
Session 6 Lesson plan Group name tags Lesson PowerPoint SMART target formsTeacher input TaskThe lesson will start with a recap of last week’s investigation (see The pupils will then make their own SMARTPowerPoint above). Open questions are used to consolidate targets on interpersonal skills that they want toknowledge and gets the pupils to think creatively, evaluate and work on and will be assessed against at the endanalyse scenarios (Bloom’s taxonomy revised). The first task for the of the project. The class have a quick discussionlesson is to explain the importance of evaluation in the wider world about what amenities are and the groups write aon a professional and personal level. The pupils are then explained short list of amenities they need for theirwhat the acronym SMART stands for. The second task of the lesson building and a possible way of achieving theseis when the pupils get introduced to the big task (case study) at sustainably. The pupils will also be producingwhich point they get shown the architect’s drawing and simple SMART targets for themselves to work on for theconcepts explained to them. They will then see a simplified CAD of final presentation. The final task of the lesson isthe building at which point they learn about CAD and different for the pupils individually to use technicaldrawing views. The building is split into five areas and each group is drawing tools to design a layout of the finalgiven an area they will be in charge of making sustainable. During page. They use short hand graphicthe final task of the lesson the teacher is to show the pupils how to communication icons to represent differentuse the drawing equipment to draw a page layout (see lesson plan, features which they would use in 4th years inshown above). their final submissions.Closure PlenaryThe teacher will review the lesson, asking pupilsopen questions. The teacher should try makeas many links between the pupils’ work andreal life scenarios when they will be using theskills developed during the lesson.
Session 7 Lesson 7 Lesson 7 plan Cue cards Group name tags PowerPoint Teacher input Task Lesson seven will start off with a discussion of the The pupils will start making their final presentation posters. lesson objectives and success criteria; the teacher will In this they will all have to work together as a team and may then recap the previous lesson (refer to PowerPoint). need to complete problem solving tasks to get their posters The teacher will then introduce the big task which is looking good. They will be in charge of what ideas they want the new school building. The PowerPoint guides you to use on their section of the building (shown in PowerPoint through areas to talk about including the different attached). This allows the pupils to be as creative as they areas of the school the pupils will be in charge of; like. Each group will be given a cue card to help them work different computer aided drawing views of the new through the task without the teacher limiting their school building (simplified), the limitations e.g. Time creativity. The pupils will need to apply prior knowledge as on the project, what type of information they may well as research new material for their posters. This is wish to show on the posters, using a specification effectively a case study scenario where they can apply other (may wish to use the magazine provided as an case studies to help them produce the most sustainable exemplar), exemplars. The pupils will be given cue building as possible. It is important that the pupils know cards for this task also. This allows for differentiation they will be presenting their final ideas to a panel of between the groups and promotes the autonomous professionals during session nine. The pupils will also see learner. Meanwhile the teacher can support certain the medium they will be presenting their data on which is pupils whilst overseeing the project. foam board cut up into five shapes that all come together to Closure Plenary make one completed presentation poster. The teacher will give feedback on the progress of the pupils. It is also important that the teacher makes (general) reference to how the pupils are doing on their formative feedback and that during the next lesson they will be spoken to individually, to discuss their learning and progress.Within the principles and practices for technologies it says “The technologies provide frequentopportunities for active learning .... to continually develop, use and extend skills that areessential components for life, work and learning.” (Scottish Government: 2009: 2)
Session 8 Lesson plan Lesson 8 PowerPoint Cue cards Group name tags Teacher input Task During the previous lesson the pupils started the final task The pupils will continue with their final presentation of making presentation posters for parts of the new school. posters. In this they will all have to work together as a Lesson eight will start off with a discussion of the lesson team and may need to complete problem solving tasks objectives and success criteria; the teacher will then recap to get their posters looking good. They will be in charge the previous lesson (refer to PowerPoint). The PowerPoint of what ideas they want to use on their section of the guides you through areas that the pupils might need a quick building (shown in PowerPoint attached). This allows recap (keep short as the pupils are limited for time) on the pupils to be as creative as they like. Each group will including the different areas of the school the pupils will be be given a cue card to help them work through the task in charge of; different computer aided drawing views of the without the teacher impinging any ideas on them, new school building (simplified), the limitations e.g. time on limiting their creativity. The pupils will need to apply the project, what type of information they may wish to show prior knowledge as well as research new material for on the posters, using a specification (may wish to use the their posters. This is effectively a case study scenario magazine provided as an exemplar), exemplars. The pupils where they can apply other case studies to help them will be given cue cards for this task also. This allows for produce the most sustainable building as possible. It is differentiation between the groups and promotes the important that the pupils know they will be presenting autonomous learner. Meanwhile the teacher can support their final ideas to a panel of professionals during certain pupils whilst overseeing the project. The teacher will session nine. The pupils will also see the medium they also circulate around the class speaking to pupils individually will be presenting their data on which is foam board cut to see what learning objective they are yet to achieve so up intofive5 shapes that all come together to make one they can try to complete them in the remaining lessons. completed presentation poster. Closure Plenary The teacher will give feedback on the progress of the pupils. The teacher will also remind pupils that if their posters are not completed they are to come in n during their own time (lunch/after school) to complete them, as they will be presenting to a professional panel next week
Session 9 TaskTeacher input The pupils will be presenting their research projects to theThe teacher will introduce the panel of professionals. At the class and a panel of professionals involved in the new schoolstart of the lesson the lesson objectives and success criteria building. The pupils will be drawing on prior knowledge andare discussed along with key skills that we are looking for skill whilst also developing new presentation skills duringfrom the pupils e.g. presentation skills. This is a good the presentation. At the end of each presentation the pupilsopportunity to highlight all the tasks the pupils have are reminded of the feedback slips they completed aftercompleted during this project (see PowerPoint, interactive presentation four (focus on positive and constructivebutton below). The order of the presentation is announced feedback). All the other groups will take part in providingand a quick discussion about respecting other groups as well feedback in between presentations and the group which justas encouraging them. The panel will also provide feedback presented will review their SMART targets set in session sixusing the feedback slips (interactive link below) and make a to see if they have achieved them. At the end groups will besmall presentation at the end, focusing on elements of the provided with the feedback from their presentations andpresentations which impressed them. they are to complete the feedback write ups and from this see if as a group they have addressed there SMART targets. If there is time left at the end of the lesson the pupils are to set themselves new SMART targets, which are achievable inClosure Plenary all lessonsAt the end of the lesson the teacher is to address the lesson objectives and provide feedback on the presentations. Theteacher will then return to the success criteria. By using open questioning the teacher can gauge how much learning hastaken place. On the final slide there are some pictures of the pupils completing tasks throughout the course. pupils’ Feedback forms pupils’ work working Lesson 9 plan Lesson 9 Group feedback SMART target PowerPoint Group name tags write ups forms
SupportDecisions by the pupilsTeacher may suggest ideas but it is important there is a compromise that the pupils are happy with. 1. which renewable technology they want to research further 2. which media sources to take research data from 3. how to present the proposals 4. what role each group member takes 5. how they decide what technology is best suited, e.g. majority wins 6. class rules, e.g. acceptable behaviourResponsibilities of the teacherTeacher will set boundaries for this project which will allow it to run smoothly, efficiently and successfully.The teacher must keep control of aspects such as: 1. ensuring that behaviour is acceptable 2. managing resources 3. organising STEM ambassador 4. ensuring groups work effectively and team-work is used 5. continually drawing links to industry 6. keeping the pupils on topic