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PW 8:  Students should be able to research and discuss the ethical and sustainability issues that arise from our generation and consumption of electricity.

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PW 2, PW 6, NOS 6, NOS 7, E&S 6

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These learning outcomes (LO) are linked in a variety of ways. Energy links the PW and E&S LOs by their very nature, dealing with energy, energy use, consumptions, original source, conservation of energy etc.
The NOS 6 and 7 link with the main LO due to the concept of researching and investigating sustainability. Sustainability is a key link between these LO links and will be discussed below.
These LOs are central to the concept of energy covered on the JC science curriculum and I hope to encourage the students to reflect on our use of energy in our day to day lives.

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Sciene Collaborative Planning Document - non-interactive

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Key Skills

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This research project aims to engage my second years to become active learners- in this activity they will be real scientists- researching and making decisions based on their understanding of this topic.

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Individual research project by each student. Each student must chose one renewable energy source and one non renewable energy resource.

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Each student must source information from a credible source (avoid wiki websites etc- scientific websites only.)

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Projects will be made using PowerPoint with emphasis on advantages Vs disadvantages, companies involved, Irelands output of this energy source etc.

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Students can gain an understanding of potential energy using just a balloon.

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Example of a PowerPoint made for this LO:

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Example of a PowerPoint made for this LO:

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(Separate made for each lesson)

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Renewable Energy 101 | National Geographic

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Its all connected.
When unpacking my LO I avoid individualising them as much as I can. This image helps to keep this idea clear in my head!

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Introducing sustainability to this LO

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Energy and sustainability are comprehensively linked. Students are going to delve into sustainability and climate change during this topic.

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While this LO deals primarily with the conservation of energy, it lends itself to a far greater educational journey surrounding the topic of Energy, NOS and sustainability.

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The students are going to become researchers and investigators (see active classroom column resources)
By getting the students to become the drivers of the lesson, while I, as teacher, will guide their learning, it allows me to simultaneously cover a number of LO listed above.

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Students will begin by working out a class definition for energy. Can we think of any examples of energy forms?
KEY SKILLS: WWO, BC, BL, C, MI&T

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This links to the forms of energy and examples of where each form is found.
KEY SKILLS: C,MI&T

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We will then delve into PW 6, a linked LO.
How is energy converted?
Not good enough for students to just list everyday examples...
Question, How? How do these changes take place.
KEY SKILLS: BC, WWO, BL, C

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We now get into calculating energy used.
Power
Work
Units: Joules, Watts etc
Formulas
Key Skills: BN, BL, MI&T, C

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Renewable/Non Renewable
The Sun -Link to  E&S 6. Students should be able to research different energy sources; formulate and communicate an informed view of ways that current and future energy needs on Earth can be met.

SUSTAINABILITY! Project work etc.

KEY SKILLS: BC, C, MM, MI&T

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Research Papers and Inquiry's that shaped my unpacking of the LO.

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Research Papers and Inquiry's that shaped my unpacking of the LO.

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This paper investigates need to teach students about sustainability. It offers a grounding in what sustainability is and offers solid evidence why this particular LO (PW 8) is justified on the JC science course.
Here's an abstract:

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Another slightly more abstract idea, but nonetheless one the shaped my unpacking, was the idea of getting students to do their own research. Studies show this is hugely beneficial. Link below:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3852877/