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We need to really focus next week on the engineering process of planning, designing

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- Discussion at the end around extreme living environments, where do they live?
They thought of:
- Antarctica x3
- Deserts (Sahara desert) x 3
- Island in NZ, sulphur in ground, poisonous air.

Maybe we should find a video for homes in desert?

Good to bring up Coober Pedy.

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Positive redirecting of student with lots to say

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Positive redirecting of student with lots to say

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"You've already shared a lot, I'd love to hear from someone else" with understanding smile. Loved it, he didn't appear to feel dismissed and understood why he wasn't going to be picked this time

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We have a few experts on Mars in the class - we will need to make sure our tasks are differentiated/open-ended enough for them

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Specific feedback used. "I liked how you used something which could have been a potential issue in the dust storms, and made it a solution."

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Students articulating solutions for problems such as using wind power to get electricity.

Underground bunker (similar to the Coober Pedy.

Serena "with every solution might bring about more problems" - great point.

Viruses / illnesses. Point we hadn't considered but since she brought it up maybe we could discuss this in a future class. (Jason) Space suits and every single thing needs liquid water to survive - is this true for all bacteria?

Drill down into a glacier and melt it with the sun...
Install solar panels, with enough you could get running power and you would be able to get water... and make an airlock to go in and out of the base. (Jasper)

Energy debate:
Jason - solar energy wouldn't work because of the dust on mars... we could use radiation power or hydropower...

Higher radiation on mars question... engaged different students than the energy kids.

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Clapping effective. Katia, your sequence got me stuck! Made them really pay attention!

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I liked how you asked why the students were looking in the cupboard before getting them back on task. They might have had a reasonable answer so it's always good to check, I think.

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As students finished with the two questions, the noise level increased. You've now stopped them and given them 2 extra minutes. Maybe next time, tell them at the outset how long they'll have to complete the task.

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Students working well in groups - not much off-topic talk. You two are roaming using questioning to prompt further thinking.

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Checked in to assess their understanding of padlet and using QR codes and then explicitly teaching where there was a need

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Liked putting the onus on them to find the relevance to their lives by asking them. Might find reasons you didn't think of.

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- Why do you think mars is red?
- Why is it important that we learn about mars?
- These kids seem pretty aware of the problems on our planet... I'm thinking we could show them a video at the end of the unit about why we SHOULDN'T colonise Mars, that will be leaving them with a provocation and something to consider (i.e., let's not destroy this planet then we don't have to move to mars) https://www.ted.com/talks/lucianne_walkowicz_let_s_not_use_mars_as_a_backup_planet
- What is a colony? Great point.

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Liked the way you guys discussed the first warm up activity question and one boy answered that he knew the average temperature in mars, the students all remembered this the next time it was one of your questions so it was a great way to help them remember when the info came from peers.

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Students engaged in video. (All eyes on the screen, no talking). You modelled correct behaviour by watching the screen, rather than the students.

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Warm up activity got them out of their seats, and worked as effective formative assessment. Well done on changing it/making it a 'practice' on the go when everyone would have been out