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In this research, the materials which are developed by the “ENGAGE” project were used. The project has received funding from the European Community's Seventh Framework Programme FP7/2007-2013 under grant agreement number [612269].

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In preparation for a summer holiday many people turn to sunbeds to top up their tan but could this habit be endangering their life? In this activity students are working as researchers on a TV show planning a report about the claim that sunbeds cause skin cancer. Students will use knowledge about UV light to explain the link between sunbeds and skin cancer, and understand how scientific evidence can support a claim.

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We use the viral video to raise a serious question: can we understand animal talk? ‘Bowlingual’ detects a dog’s emotions by analysing a bark’s sound waves. Students look at emerging research to decide what else the technology can do. Can we translate the sound waves into human speech?

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Learning objectives: Apply knowledge about sound waves Construct an argument supported by evidence and reasoning to support the claim that a device can interpret dog barks

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Learning objectives: Apply knowledge about sound waves Construct an argument supported by evidence and reasoning to support the claim that a device can interpret dog barks

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What does the fox say Student Sheets.pptx

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What does the fox say Student Sheets.pptx

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What does the fox say teachers guide.doc

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What does the fox say teachers guide.doc

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Imagine it is 2020 and students are about to get their first car. Increased carbon dioxide emissions have led to huge financial incentives to buy alternatives to petrol engines – but which car is best? In this activity students examine evidence and come to a decision on who wins the Car Wars.

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Learning objectives: Apply knowledge about atmospheric carbon dioxide Evaluate solutions to the problem of increasing carbon dioxide emissions from cars and justify opinions

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Learning objectives: Apply knowledge about atmospheric carbon dioxide Evaluate solutions to the problem of increasing carbon dioxide emissions from cars and justify opinions

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Weblinks Computer virus spreads to humans  The news story from the starter.  First human ‘infected with computer virus’  Another version of the news story from the starter which gives a more realistic viewpoint of what happened.  30,000-year-old giant virus ‘comes back to life’  BBC news story about the giant virus

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Weblinks Computer virus spreads to humans  The news story from the starter.  First human ‘infected with computer virus’  Another version of the news story from the starter which gives a more realistic viewpoint of what happened.  30,000-year-old giant virus ‘comes back to life’  BBC news story about the giant virus

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Scientists have discovered a giant 30 000 year old virus still alive under the permafrost. As the world warms, others will be uncovered. Could such an ancient virus wipe out the human race? In this activity, learn how to interrogate sources to separate science fact from fiction.

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Learning objectives: Apply knowledge of microorganisms to check the facts in a newspaper report. Evaluate how trustworthy scientific reports are in the media.

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Learning objectives: Apply knowledge of microorganisms to check the facts in a newspaper report. Evaluate how trustworthy scientific reports are in the media.

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Scientists have discovered a giant 30 000 year old virus still alive under the permafrost. As the world warms, others will be uncovered. Could such an ancient virus wipe out the human race? In this activity, learn how to interrogate sources to separate science fact from fiction.

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Attack of giant viruses Student Sheets.pptx

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Attack of giant viruses Student Sheets.pptx

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Attack of the giant viruses teachers guide.docx

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Attack of the giant viruses teachers guide.docx

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Attack of the giant viruses teachers guide

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Genetic tests can be used to determine whether a person is a carrier of a genetic condition – but is having a test always the best thing to do? In this lesson the students are presented with an intriguing dilemma about whether a boy should have a screening test after his fiancée has found out she is a carrier of sickle cell disease. Students use information presented by experts to weigh up the options and come to a reasoned decision.

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Learning Objectives: Working Scientifically Analysis and evaluation: interpret observations and data; Uses of electromagnetic waves

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The Pacific island nation of Kiribati recently announced its purchase of land in mountainous Fiji for its population to move to when sea level rises make life on its own low-lying islands impossible. In this activity students use data to predict sea level rises, including uncertainties, and decide whether humans are to blame for climate change. If humans are to blame, then should the biggest polluters pay for land for vulnerable islanders to escape to?

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Learning objectives:

Apply knowledge about climate change to explain rising sea levels

Make a prediction about rising sea levels and estimate the uncertainty in their prediction

Evaluate evidence to decide whether humans are to blame for climate change

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Carriers of a inherited condition have to make many difficult decisions including what to do if they want children. In this activity, students are placed in the role of a couple who are carriers of beta thalassaemia major. They are guided through how to make a difficult ethical decision and are introduced to IVF and the technology of pre-implantation genetic diagnosis.

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Explain how IVF with PFD can be used to help a couple with an inherited condition to have a healthy child.

recognise ethical, social and economic arguments and use thme to make an informed choice.

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Revolutionary road which stay snow-free, claim developers. A click of a switch they can transform the raod into a car park or even sports pitches. In this activity students consider whether solar roadways are worth funding. They critique claims using reasoning and evidence, and apply what they know about generating electricity in solar cells, to make a decision.

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Critique claims, using reasoning, evidence and scientific knowledge of how light waves genrates electricity in solar cells.

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As human population increases, our appetite for meat grows but very soon demand will outstrip supply. Farming large animals puts a strain on our natural resources and creates polluting waste. Scientists are proposing eating insects to help solve this problem. In this activity, students are asked to plan a menu for the school canteen which contains tasty insect dishes alongside more familiar ones. Can they use persuasive communication, and their knowledge of natural resources, to get students to opt for the insect alternatives?

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Communicate an opinion using evidence, persuasive writing, and scientific knowledge of Earth's natural resources

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The EU has recently imposed limits on the power ratings of vacuum cleaners, and further limits on other appliances could soon be in place. In this activity, students consider a further (fictional) future restriction on home electricity use. Students calculate the energy transferred daily by the appliances they use. They are then set the challenge of deciding how to cut their personal electricity consumption—do they go for a shorter shower or banish blow-dryers?

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Solve a problem using scientific knowledge of the power rating of electrical appliances and the energy they transfer.

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Europeans love chocolate -we eat over half of the world's supply! The bad news is that we are eating more cacao that can be produced and soon chocolate may become a rare and precious commodity as farmers struggle to meet demand. In this activity, students apply their knowledge of pollination to discuss why cacao yields on a plantation are decreasing. They then find out who funds scientific research by taking roles in a funding meeting- can they work out a deal where all parties will benefit?

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In this lesson students:

Science objective: will analyse a science issue using: Ecosystem: why insect pollination is important in producing our food

Science in society objective: understand who funds scientific research

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The EU has recently approved tough new measures to slash the use of plastic bags. New targets will force each country to reduce plastic bag use by 80% before 2019. In this activity students examine degradable plastic bags as a possible alternative to ordinary plastic bags. They choose questions to ask experts, and come to a reasoned decision in answer to the dilemma question: will degradable plastic bags solve the problems caused by ordinary plastic bags?

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In this lesson students will decide whether to replace ordinary polythene bags with degradable bags using: Materials: properties of polymers Science in society: evaluate the merits of a solution to a real-world problem.

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 Background reading on degradable plastics: Final-Report-DSL-1_Rev02.pdf

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 Background reading on degradable plastics: Final-Report-DSL-1_Rev02.pdf

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Following a EU rule change, the growing of GM crops across Europe will increase in many countries. It looks likely that GM foods such as breakfast cereals may be on our supermarket shelves within a year- but will many people choose them over GM-free alternatives? In this activity, students apply their knowledge about genes to learn why crops are genetically modified before evaluating health risks to decide which cereal they would buy.

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Science objective:

Inheritance- Suggest arguments for and against genetic modification

Enquiry objective:

Estimate risk- weight up the benefits and risks of an application of science to make a decision

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The Zika virus is linked to brain damage in unborn babies and is spreading rapidly through South America. The World Health Organisation declared it an International emergency. Scientists are working on a vaccine and will soon want to test it on people. The dilemma for studnets is: would you test a Zika vaccine? They review he science of cells and weigh up the risks and benefits by examining different sources (and a revised version of our popular Ebola activity).

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Science objective: Cells

make deductions about how medical treatments work based on cells, tissues, organs and systems.

Enquiry objective: Estimate risks

weigh up the benefits and risks of an application of science to make a decision

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vote add extra interest by showing students how their views compare with peers around the world.

1) Ask students to vote for or against the dilemma question at the end of the activity

2) Click the option closest to how they voted see the KEY below.

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Research suggests that smart phone use is seriously damaging our necks. Looking down at an angle places great strain on the spine, and can results in serious harm. In this activity students learn about the forces acting on the spine. They then divide a plan to investigate the causes of text neck, before solving a dilemma: will they use their phone less to prevent neck damage?

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In this lesson students will make a decision about whether to use their phone less to prevent neck damage using:

1) Forces: identify forces on objects

2) Ask and define: define a problem and devise a plan to investigate it

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Common ragweed, Ambrosia artemisiifolia, is an invasive plant which is spreading across Europe. Because of illness caused by its allergenic pollen and competition with crops, it’s costing Europe an estimated €4.5 billion a year. The solution may lie with releasing non-native beetles. In this activity students evaluate the advantages and disadvantages of using biological control to halt the invasion of this alien plant.

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Science objective: Ecosystems (Interdependence):

Suggest what might happen when an unfamiliar species is introduced into a food web (KS3 Science Syllabus);

Enquiry objective: Examine consequences:

Identify possible consequences to particular habitats and animals (KS3 Science Syllabus)

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Evidence from Cassini, a robot spacecraft, suggests that there are oceans of hot water on Saturn’s icy moon, Enceladus. Might the oceans be home to alien life? In this activity students use their knowledge of the behaviour of water in its liquid and solid states to weigh up the evidence for and against the presence of liquid water on Enceladus. They then decide if it is worth sending a second spacecraft to look for alien life on this icy moon.

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Science objective: Particle model:

Explain the properties of solids, liquids and gases based on the arrangement and movement of their particles (KS3 Science Syllabus)

Enquiry objective: Examine consequences:

Draw conclusions: Judge whether the conclusion is supported by the data (KS3 Science Syllabus)

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Major car manufacturers have fitted software to diesel cars to cheat exhaust emissions tests. In this activity students use their knowledge of chemical reactions to predict the products of combustion in a diesel engine. They then develop their communication skills by drafting a video (using supplied character cut-outs on lolly sticks) to persuade car buyers not to buy diesel cars.

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Solar system exploration: Information about Enceladus from NASA, including links to resources news releases about the findings of Cassini.: https://solarsystem.nasa.gov/moons/saturn-moons/enceladus/in-depth/

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Science objective:

Types of Reaction: Predict the products of the combustion or thermal decomposition of a given reactant and show the reaction as a word equation (KS3 Science Syllabus)

Enquiry objective:

Communicate ideas: Know how to make it clear, concrete, correct and coherent (KS3 Science Syllabus)

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Car manufacturers have been cheating exhaust fume tests. What are the health impacts of emissions from diesel cars? Review Students find out about the chemical reactions that make some of the substances emitted by diesel cars, and write chemical equations for these reactions. Consider Students produce a vlog to persuade car buyers to boycott diesel cars. Decide Students peer evaluate each others’ vlogs and decide whether they will persuade car buyers to boycott diesel cars. Go further Why not use the dilemma of diesel cars as a context for teaching the whole combustion topic? Start by setting up the dilemma, using slides 2-4 Teach the science of combustion as usual way, making connections with the diesel context Ask students to apply their science, using slides 6-9 Challenge students to reach an informed decision, using slides 10-11

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Will the next outbreak be a global pandemic? The 2014 Ebola outbreak in West Africa was the largest in history, and killed more than 11,000 people. Even survivors are suffering long term health problems. Scientists have responded quickly with a number of possible vaccines. In this activity students are asked if they would volunteer to be part of the safety trial. They gather information from different sources, weigh up risks and benefits and apply what they know about genes to decide if it is a risk worth taking.

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Weigh up risks and benefits and make a decision, using scientific knowledge of the function of genes.

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Curriculum link England National Curriculum KS3: Working Scientifically: Scientific attitudes: Evaluate risks Biology: Inheritance, chromosomes, DNA and genes: a simple model of chromosomes, genes and DNA in heredity GCSE Combined Science subject content: Working Scientifically: Development of scientific thinking: evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments; evaluate risks both in practical science and the wider societal context Biology: The genome and gene expression: explain the following terms:…chromosome, gene,…

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Ebola teacher information Information about the Ebola vaccine and the trials.: https://www.nhs.uk/news/medication/ebola-vaccine-hope-after-successful-animal-study/

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As people live longer the demand for new organs to replace failed ones increases. One possible solution is to build new organs in a dish from cells taken from the patient’s own body. Students use evidence from case studies to work out if this is possible and then to decide whether this new technology offers a good alternative to transplants.

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Apply knowledge about cells, tissues and organs in a new context.

Access, evaluate and synthesise relevant information to decide if a new technology will be possible in the next ten years.

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Curriculum link England National Curriculum KS3: Working Scientifically: Recognise applications of specific scientific ideas. Access, evaluate and synthesise information in order to justify a decision based on new technology. Biology: Cells and organisation – the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms. GCSE Combined Science subject content: Working Scientifically: Development of scientific thinking – explain everyday and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments. Biology: Growth and development of cells – discuss potential benefits and risks associated with the use of stem cells in medicine

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Now that scientists have discovered that sugar is like an addictive drug, pressure is building for action to reduce the amount of sugar that children and young people consume in sugary drinks. In this activity, students consider the evidence for causal links between sugar consumption, obesity and disease. They then weigh up arguments for and against banning sugary drink sales to under-18s.

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BREAKING NEWS! The first baby with DNA from three parents has just been born in Mexico. The mother carries the genes for a deadly syndrome that had already caused four miscarriages and her first two children to die. Scientists spliced the egg of a third donor parent together with the mother’s mitochondria and fertilised it with the father’s sperm. The UK Government has agreed to the principle, but only if the specific procedure is safe. In this activity, students learn how it can help women with a serious inherited condition to have a healthy baby and why it is deemed so controversial. They use ethical arguments to decide whether they would recommend it to help a couple in need.

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1) Describe how to create an embryo with three parents, and explain how this technique could be used.

2) Make a decision about a new technology using ethical thinking.

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Curriculum link England National Curriculum KS3: Working Scientifically: Using ethical thinking to reflect on modern developments in science Biology: Cells and organisation: the function of the mitochondria. Reproduction in humans: Heredity as the process by which genetic information is transmitted from one generation to the next. A simple model of chromosomes, genes and DNA in heredity GCSE Combined Science subject content: Working Scientifically: Development of scientific thinking: explain everyday and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments. Biology: Inheritance, variation and evolution: Inheritance. Cell biology: Prokaryotic and eukaryotic cells: explain how the main sub-cellular structures of eukaryotic cells are related to their functions, including the nucleus/genetic material, mitochondria.

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BanCola teachers guide - replacement file - works