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Numeracy in Climate Change and Sustainability
The document details a numerable energy presentation aimed at improving student understanding of energy through interdisciplinary learning in geography, history, and science. It utilizes the Understanding by Design (UbD) framework to structure lessons around essential questions and topics related to energy, sustainability, and environmental impacts. Additionally, it outlines student assessment tasks focusing on building sustainability and the ecological footprint, encouraging practical engagement with energy use in building designs.
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Numeracy in Climate Change and Sustainability
- 1. NUMERICAL ENERGY PRESENTATION BYRAGNAR HAABJOERN B.TEACH.(SECONDARY.) B.APP.SCI.(ENVIRONMENTAL SCIENCE/ EARTH SCIENCE) M.ED.(SCIENCE & ENVIRONMENTAL EDUCATION.) GRAD.CERT SUSTAINABLE PRACTICE.
- 2. SUBJECT: LEARNING EXPEDITION Interdisciplinary: -Geography - History - Science
- 3. SUBJECT: LEARNING EXPEDITION LEXTopics - Patterns - Water - Truth - Energy - Community
- 4. UNDERSTANDING BY DESIGN Understandingby Design® (UbD) is a framework for improving student achievement: role as a designer of student learning UbD works within the standards-driven curriculum to help teachers clarify • Emphasizing the teacher's critical • learning goals revealing assessments of student understanding craft effective and engaging learning activities. • devise •
- 5. LEX-Energy An Essential Question: Energy: Whatis a responsible Energy Use?
- 13. • LEX EnergySpecial Screening: CHASING ICE http://www.youtube.com/watch?v=OXCrqVE7-E
- 15. How much energyis out there?
- 22. Please Give StephenHawking A Call!
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- 26. LEX Energy Unit-EssentialQuestions Q1: What is energy? Q1b: How can chemicals give out energy? Q1c: How do we get our energy? Q2: What is the electromagnetic spectrum and why is it important? Q3: What is electricity and how is it made? Q4: How can we decide the best fuels to use? Q5a: What were the environmental impacts of the Industrial Revolution? Q5b: How did the trade union movement begin? Q5c: How did some commodities become more important than others during the Industrial Revolution? Q6: What is the best way to present a convincing historical argument? Q7a: What impacts do humans have on the environment? Q7b: How can we minimise our negative environmental impacts? Q8a: What is climate change? Q8b: What evidence of climate change is there? Q9a: How do countries develop? Q9b: How can we decide what development plans will have the biggest environmental benefit? Q9c: How can conflict arise over energy? Q10a: How can development raise living standards? Q10b: What is the price of progress? Q10c: How did past energy choices influence our present lifestyle?
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- 33. THE BUILDING ANDBUILDING MANAGEMENT SYSTEM • Energy Flow • Using the diagram Building Energy Flow (PDF) found on the VLE explain • Veranda • Why do houses have verandas? • Why is there a gap in Northern veranda in the Year 9 building? What does this tell us about the sun? • Look at the mypbms shading site. Using the diagram explain how a veranda works with respect to the summer / winter solstice and the angle of the sun? • Why do we want sun to enter the building during winter? • Go and take a photograph of the veranda and the gap? • Eves • Why do buildings have eaves? • What does the eave do in building design?
- 34. THE BUILDING ANDBUILDING MANAGEMENT SYSTEM Heating and Cooling • Use the Ventilation and Day lighting sites from the mypbms • Where is the heating and cooling system? • How do we heat and cool the building? • In theory how is the heating and cooling system meant to work? Use the diagram from the TEST ROOM mypbms to help explain. • How does thermal mass play a part in heating a building? • Why use slab heating and cooling? • Why is our heating and cooling system slightly different to normal air conditioning?
- 35. THE BUILDING ANDBUILDING MANAGEMENT SYSTEM • Windows • How does double glazing work? • Why do we have mechanical windows in our rooms? How does this help the cooling of the building during summer? • Lights • Explain why you think the architect designed the light well above the lecture theatre seats? • Why would we have individual IP addresses for each light? • Why would we have installed efficient lights?
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- 37. ASSESSMENT TASK: BUILDINGSUSTAINABILITY ASSESSMENT REPORT • Each year, Year 9 students are asked to complete a Building Sustainability Assessment report with the best reports presented to Ms. Hansen and the school executive. This assessment provides you with the opportunity to demonstrate both your understanding of sustainability and to demonstrate a commitment to the Year 9 and whole school communities by seriously considering ways for maintaining optimal living and learning environments, consciously managing their energy use.
- 38. ASSESSMENT TASK: BUILDINGSUSTAINABILITY ASSESSMENT REPORT • Your task is to write a report which details design improvements which could be made to the Year 9 Building, focused on reducing our ecological footprint. To successfully complete this assignment you need to: • Download the ‘Sustainable Building Design – Council Criteria’ document from the VLE (Energy: Topic 7) • Choose one design improvement, for each element in Section 1 (Energy), which will improve Sustainable Building Design requirements
- 39. ASSESSMENT TASK: BUILDINGSUSTAINABILITY ASSESSMENT REPORT RUBRIC
- 40. ASSESSMENT TASK: BUILDINGSUSTAINABILITY ASSESSMENT REPORT RUBRIC
- 41. ASSESSMENT TASK: BUILDINGSUSTAINABILITY ASSESSMENT REPORT RUBRIC
- 42. ANALYSIS AND WAYSFORWARD
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- 44. THANK YOU Blog|http://thewonderingecologist.blogspot.com/ Twitter | @whyhowwho