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STEM the tide of Plastics Pollution
STEM the tide of Plastics Pollution
Target Year Level: 3
Primary Connections Unit: Feathers, Fur or Leaves
Your team will use the Design Thinking process to design and create a solution that will help solve plastic waste in our coastal habitat.
Suitable for coastal schools and schools with access to riverine environments
Focus on micro or macro plastics
Partnership with Fitzroy Basin Association (FBA)
Using either https://www.tangaroablue.org/ or https://www.ausmap.org/ methodologies.
Birds of a feather flock together
Birds of a feather flock together
Target Year Level: 4
Primary Connections Unit: Customised Unit with an ethology focus
Living things depend on each other and the environment to survive (ACSSU073)Your team will use the Design Thinking process to design and create an enrichment object solution that will be used in the Zoo with the target species.
Suitable for Rockhampton schools or schools able to travel to Rockhampton Zoo.
Suitable for Bundaberg schools or schools able to travel to Bundaberg Zoo.
Light Shows
Light Shows
Target Year Level: 5
Primary Connections Unit: Light Shows
Your team will use the Design Thinking process to design and build an affordable Light Dispersal System.
Suitable for all schools across the Diocese.
Prep
How does the height of a ramp affect the distance a Lunar lander will roll?
How does the height of a ramp affect the distance a Lunar lander will roll?
A minor variation to the Australian Academy of Science unit “On the move”. Students will use the Design Thinking process to design a ramp to land a Mars rover on the red planet. Tapping into the 50th anniversary of man landing on the moon and plans to conquer Mars. The design will be informed by their investigation and will tap into Scientific Literacies
Year 1
How can we design a home for solitary native bees?
How can we design a home for solitary native bees?
A minor variation to the Australian Academy of Science unit “Schoolyard safari”. Students will use the Design Thinking process to design a home for solitary native bees. That may mean talking to a native bee expert, or watching videos created by experts. From a sustainability perspective, solitary bees are potentially the best pollinators to provide for our food security. Please note: students will NOT be engaging with bees.
As they begin thinking about how and from what they may build their hotel, they can use Scientific Inquiry to select the best materials. The design will be informed by their investigation and will tap into Scientific Literacies
Year 2
How can we design a conservation system to reduce the total volume of water used each day?
How can we design a conservation system to reduce the total volume of water used each day?
A minor variation to the Australian Academy of Science unit “Water works”. Students will use the Design Thinking process to create a system to sustainably reduce how much water is used at home. The design will be informed by their investigation and will tap into Scientific Literacies.
Year 6
How can we live more sustainably?
How can we live more sustainably?
A culminating unit, tending to Free/Open Inquiry, with students bringing their skills with Scientific Literacies to the fore in an engaging and authentic unit.
Topics could include:
recycling/composting
urban design
tree planting/corridors
reducing consumption
energy
food production
transportation
waterwise practices
protecting run off to reef
Year 3
How can we design a heat proof drinking bowl?
How can we design a heat proof drinking bowl?
Resource from the RSPCA - free registartion required.
How tall can a Lego Tower get?
Before showing students the video, ask them to guess, then list the variables that they can think of that would influence how tall the tower could get. Then watch the video. Then have a classroom contest to see who can build the tallest tower with the LEGO.
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