skills to be developed through the course

•mapping the development of these skills to the content of the course

•opportunities for the development of data skills

•opportunities for the use of digital technology

•the boundaries of research and experimentation.

•areas in the ESS content that relate to justice and equity

•using the HL lenses and the foundation topic to promote thinking about DEIJ

•inclusion and diversity in the ESS learning space

•supporting diverse learners with the ESS summative assessments.

the links between the foundation topic and the HL lens

•the activities that could be developed through the course using these conceptual understandings

•utilizing connections to other subject areas to support learning in ESS.

•the skills required to be successful in paper 1

•the differences in assessment between SL and HL and what this means for the approaches to teaching

•the assessment tools used in paper 1

•formative assessment to support paper 1

•feedback from subject reports.

Filtration of insoluble particles in tap water

Reduction of plastic usage by producing edible and biodegradable cutlery

Energy generation through wind and water powered turbines

Filtration of micro beads in fluids

Sustainable housing (wind, solar, composting)

Effectiveness of biofuels

Producing bio plastics from potatoes, banana, and mango peel

Efficiency of hydrocarbon based fuels

Using bikes and dynamos to charge batteries to power light bulbs in economically developing countries

The impact of pollution on the efficiency of solar panels.