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Cameron Secondary School Recycling Projects:
This project will address SDG# 12-Responsible Consumption and Production

According to this goal, it will ensure sustainable consumption and production pattern.
This is because according to their statistics and data collected between the years 2000 and 2017
one million plastic drinking bottles are bought every minute
and five trillion single used plastics bags are thrown away.
The negative impart of these results can affect SDG# 13, 14 and 15.

For the above reasons, the school will partner with Bank South Pacific who runs a project called GO GREEN with the school once in a year and cleans the entire town area.

Cameron Secondary Grade 12 Biology students will carry out the Recycling Project on a Small Scale and that is within the school community.

What do I want the students to learn?
To manage waste pollution by recycling materials into simple useful products that can be used or sold and earn income to sustain their lively hood.

In doing this projects, the anchor subject is Science(Biology-Unit 12.1: Ecology and the Sub Topic: The Human Impact on the Environment. This project will also integrate Mathematics (Scales and Measurement), Design and Technology (Creating the products).

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Addressing United Nation's SDG # 7 - Affordable and clean  Energy

SDG Integration
The following SDG will be integrated in parts as per the project scope:
SDG #9 -  Industry, Innovation and Infrastructure
SDG # 13 - Climate Action

Project: Building Clean Energy Prototypes
Context: The Principal of Port Moresby National High school has  mentioned in numerous staff meetings about the administration's interest to build an alternative clean energy facilities  to light up the campus  and provide a backup during power outages.
Purpose:
1. To develop , promote and present varied clean energy prototypes from which the school management can select one to develop.
2. To provide  a practical avenue where students can  collaborate to apply their STEM content using critical thinking and creative skills  to come up with innovative real-world solutions.
STEM Connections:
Clean energy and environmental sustainability will be the main connection across the disciplines especially when climate change is currently a global issue.
Science
(Physic)
Unit 11.4 - Work. Energy & Power
Topics - Energy, Energy types/forms, principle of energy conservation, Power Efficiency, Energy & Power calculations.
Unit 11.5 - Electricity Principles
Unit 12. 4 - Electromagnetism
(Chemistry & Biology)
There are many underlining topics related to energy and its sustainability in various science disciplines.
Technology
- Information  technology
- Technical drawings
- SCRATCH presentations
- Software applications
Engineering
Feasibility studies
CAD drawings
Simulations
Math
- Costings
- Measurement
- Calculations of variables
using science formulas

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Monica,Gideon,Roslyn ,SheilaSTEM CONNECTION- SDG: # 7 Affordable and Clean EnergyProject: Wind Energy-Electricity Science:  Unit 12.5 Natural Resources Physics: Unit 11.4 Electricity Mathematics:  Directed Numbers, SpeedTechnology: Designing COMMON TASK – Creating a wind mill to produce energy (electricity)What do we want our students to learn?Our students should be able to learn how to use naturally renewable resources for sustainability. Students can easily identify their learning with issues around them

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Monica,Gideon,Roslyn ,SheilaSTEM CONNECTION- SDG: # 7 Affordable and Clean EnergyProject: Wind Energy-Electricity Science:  Unit 12.5 Natural Resources Physics: Unit 11.4 Electricity Mathematics:  Directed Numbers, SpeedTechnology: Designing COMMON TASK – Creating a wind mill to produce energy (electricity)What do we want our students to learn?Our students should be able to learn how to use naturally renewable resources for sustainability. Students can easily identify their learning with issues around them

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B1 Group 6 (Jonathan, Gibson, Inapero, Kaia)

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B1 Group 6 (Jonathan, Gibson, Inapero, Kaia)

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SDG - Affordable and Clean Energy

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- Freda Otima
- Gregory
- Roselyne

UN SDG -goal 2 - ZERO HUNGER. .
TARGET- LOWER SECONDARY SCHOOL STUDENTS.

Project- Self - reliance -
Farming -    vegetable                                  farming and                             animal
farming.

STEP 1: DETERMINE THE                    SCHOOL
IDENTIFIED
PURPOSE
Question1- What do you want students to learn about the UN’s MDG?
·  School environmental management plan -that is Sustainable development -THROUGH self reliance.
- students learn  to understand and appreciate the perspectives and world views of others. ie, value other students roles and perseverance.
-students learn  to examine or reason out cultural similarities, differences and  relations.
- learn to consider healthy working relationships in a healthy environment.
- ;learn to engage in a good interactions with each other. (collaborative ideas on the farming projects.)
- students develop the 4 C's and hence improve on their global knowledge  and intercultural knowledge.
- reflect on their cultural identity and their peers as well as analyze and reflect on their common
stereotypes of their community citizens for a better sustainable development.

Step 2 - question 2.

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Group 11; (B2) - Flora, Susan, Sylvia, Dominic, Warendo

UN’s Goal (12) – Responsible Consumption & Production

1. Determine the school identified project:

Project: Integrated Farming

What do you want students to learn?

- to manage natural resources effectively.

-learn waste management.

- learn to distribute production.

- crop management

- balanced diet and nutrition

- health and hygiene

- data keeping

What is your school hoping to achieve by undertaking a STEM connections approach?

- The main aim of this project is to make our students to be responsible producers and consumers, ie..Responsible Consumption & Production

2. Choose the connecting idea.

Why does this learning matter?

Students while undertaking the project, they are able to achieve the goal of UN so

What concept, theme or idea will link the different subjects together?

Balanced diet and healthy living

What knowledge and skills do you want the students to be left with once the unit has been completed?

- self- sufficient in producing, supplying and managing products.

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POMIS addressing Sustainable goal # 13: Climate action

POMIS joined a charity organisation called “Cool Earth”. It is a charity that works alongside rainforest communities to halt deforestation and its impact on climate change. It works with communities who want to protect their forest. Currently it works with about 3 villages in the Milne Bay Province, apart from some international communities such as Cambodia, Cameroon and Peru.

Grade 11/12 Biology students at POMIS did their maiden trip in 2019.Unfortunately due to covid-19 all educational field trips were cancelled for 2020 and 2021.

Having my year 11/12 Math class join the group would be a great opportunity to apply in real life the concepts and skills learned in class, for the unit of Statistics. They would be able to cover all steps involved in Statistics from the collection of data to analysing the data.

The STEM connection:

Science- Biology-Ecology/population

Maths- Managing Data: population sampling, collection of raw data, recording and displaying the data through tables and statistical graphs, analysing data and making conclusions/recommendations.
Measurement concepts

Technology: Use of Microsoft Excel as a recording and graphing tool, or another statistical software

Use of Scratch to create educational awareness videos on effects of climate change. Etc

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UN SDG  - GOAL 2
End Hunger, achieve food security and improved  nutrition and promote well being for all at all ages.
1. PNG Curriculum connection: Grade 11. 2 - Nutrition.... (Biology)
2. Project: Awareness on Food Security in Papua New guinea.
3. Specific Learning Needs: Factors affecting nutrition in  PNG.
(a) Malnutrition
(b) Lifestyle style diseases.

Integrated Disciplines :
Mathematics Grade 11... Unit 11. 2 - MONEY.
- Budgeting.
11.4 - NUMBER & APPLICATION
- Ratio and Proportion.

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HENSIT, ELIAS, FRED, VIOLET, WEINA
UNSDG NO:6 &7- CLEAN WATER & SANITATION AND CLEAN ENERGY

PROJECT: MINI HYDRO PROJECT
GRADE 12: PHYSICS
TOPIC: FLUID DYANAMICS, ELECTRONICS

Due to climate issue globally, this project will assist in alternative clean energy drive.
Also the project will very much assist with clean water & sanitation

Connections:
Mathematics: Speed of Water/ gradient(slope), Measurement, Formula and calculation of Voltage and Currents, Megawatts.

Science: Power Out put, Electricity, Electromagnetics

Design & Tech: Building or finding a right equipment to generate power, Finance etc

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GROUP 12 - B2: Good Health and Well Being - UN SDG No 3

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GROUP 12 - B2: Good Health and Well Being - UN SDG No 3

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Nicholas
Levesa
Stella
sally

Project: Balance Meal
Students will learn how to create the constituency of a balance meal and different cooking methods.
Project Leader: Teacher
Class Involved: Grade 9
Participating Teachers: Grade 9 science, Math and D&T
Duration: One term (10 weeks)
What do we know about these students?

Purpose: 1. Knowing how to create a balanced meal
2. Importance of Balance meal and dietary
3. Nutrition and Malnutrition
Connecting Ideas
Activity 1
schools have always emphasized on balance meals and well being of students.

Essential Question: What is the importance of a balance meal?

Cross curriculum content
Science: Food Technology, Health and Safety
Math: Ratio
Home Economics: Balance Meal
Technology: Different Cooking Methods
What engages the students?

What have students learned previously?
Students have learned about different food groups (Protective, carbohydrates and protein) in primary school. They can easily use this prior knowledge to and come up with a balance meal
Why does the learning matter to students?
Lifelong skills
To reduce Malnutrition
Cleanliness
Reduce Infant Mortality Rate
Increase Life Expectancy

YOU ARE WHAT YOU EAT

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Project: Fishpond
Connection with UN SDG: End hunger ,achieve food security and improve nutrition and promote sustainable agriculture.
1.Purpose of the project.
a. Implementation of STEM
Science- Ecosystem
Mathematics- measurements, volume
Technology- Tools used
Engineering- actual construction of fishpond.
b. alternate  protein supply for students.
c. For commercial purposes

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B 2 Group 8: UN SDG No. 7 -    Ensure access to affordable, reliable, sustainable and modern energy for all

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B 2 Group 8: UN SDG No. 7 -    Ensure access to affordable, reliable, sustainable and modern energy for all

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The Unit 9.6 in Electricity  so in  PNG's curriculum in the same science unit 9.6.4  it says that the students are to compare the different methods of generating electricity and their environmental impacts.
The driving question for the students:
What method of generating electricity will ensure affordable, reliable, sustainable and modern energy for all?
When students come to learn about generating electricity, they will learn many different ways of generating electricity.

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What do you want students to learn?

I want my students to learn how to build a mini hydro.

What is your school hoping to achieve by undertaking a STEM Connections approaches?

Produce students who can be able to build a mini hydro using the concepts they learn in school.

Science: They will use Physics in determining pressure of water flow, Energy changes:

Potential Energy (stored energy) – Kinetic Energy (moving) - mechanical energy (work and force from the turbine converted to electrical. When in use it converts to Heat Energy and Sound Energy.

Maths: measurements, calculating current, voltage, unit’s conversion, Managing Money – Budgeting (budgeting), Estimations

Design and Technology:

Mixing cement, material listings, building carpentry, work place safety tips

What does the data tell this group of students?

It tells them about how their future would look like if they can have mini hydro.

Why does this learn matter?

Because it will solve the problem of electricity in rural areas?

What concept, theme or idea will link the different subject together?

Stem PBL

What knowledge and skills do you want the students to be left with once the unit has been completed?

Electricity, how electricity makes live convenient

Skills of identifying a problem and come up with a solution using Design Thinking, Computational Thinking,

Does the learning connect to the student’s world?

Yes, it will as it connect what they learn from year 9 to year 12

Does it form a basis future learning?

It will help them in the future in mechanics, electrical fields, Engineers

Why teach this connecting idea?

Because it will enable students to see the application of what they learn and value the contents delivered.

Why does it matter for students to gain a deep understanding of this connected concepts?

Pave way for them to think creatively, collaborate with each other, being innovative and makes them to realize the value of their worth in the community.

B2: Group 10
Jerry
Cathy
Karen
Raphael

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Project: Vegetable Garden

Connection with UN MDG: Zero Hunger, No Poverty, Good Health and well being

Purpose: Students can pass on the skills and knowledge back to their community and have impact in their community to address the UN MDG goals on a small scale.

(ACT LOCALLY, THINK GLOBALLY)

STEM disciplines:
Science (environment and soil requirement)

Technology (safety, tools and methods, natural pesticide, natural  pest control)

Mathematics ( Measurement, ratio and proportion, rates.)

Data:  Students are keen learners and have great interest in learning concept practically.

Concept connecting the STEM disciplines: STEM PBL

Knowledge and skills for students: skills in calculating fluid flow rate, doing tests to soil and water acidity level and be a global responsible citizen.

Future learning basis: Life skills that promotes sustainable methods.

Connections to students world: PNG is a developing country and Agriculture is part and partial of our living. Learning other methods of sustainable farming is very important especially for people living on very small islands and people who have small land area and have access to water.

Reason to teach the project: Learn the life skills and concepts of STEM disciplines that will equip them to be productive citizen in their community and of this nation who will also take part in addressing UNMDG issues

Everlyn
Anna
Betty
Koni

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B1 Group 5: Addressing Poverty at a school level

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B1 Group 5: Addressing Poverty at a school level

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UN SDG: No Poverty
Project: Making a coconut scraper for sustainable living

The skills learnt during lesson time:
1. To design and construct a coconut scraper.
2.  To correctly measure, calculate the wood needed to make the scraper.
3. Application of work place safety and cleanliness.
4. Appropriate use of tools.

STEM  integrated subjects

Science: Identify texture and durability of wood (material)
or scrap metal (recycle)
Technology: Correct use of tools
Engineering: Design and structure of the scraper
Mathematics: Measurements and calculations.

The school in a way promotes self reliance and develop productive citizens to contribute to the economy through local SMEs.

Teachers begin this project by conducting a survey of students' background and seek funding from the school to get this project started. Then help students construct the scrapers for display and sale.

Teachers can also suggest help on ways that students can make money, choose other available designs to use, platforms to advertise their products that they can build on later in life.