Do complete your Check-in activity with a photo of your respective groups.

Appoint one person to start a post for each of the four tasks stated below. Please indicate if it is Task #1,2,3 or 4. Points will be awarded to each group for completing each task! Bonus points will be awarded for special ad-hoc requests fulfilled.

1. Check-in group activity: Post your group's wefie and don't forget to introduce who you are! (10pts)

2. Feedback on the Lesson Design for Nuha, Carson & Bernice. (10pts)

3. Feedback on the Lesson Design for Ng Wen Xin. (10pts)

4. Collaborative groupwork on Lesson Ideas (20pts)

Bring students to URA gallery to pick up as many examples as possible and come back to class to discuss the feasibility of the approach ans effort.

Inquiry Question: How is Singapore unique or different from other countries?

Lesson Sequence (Scenario-based learning with use of e-Pedagogy):

1) Breaking down the concept of 'unique characteristics' through explicit teaching and unpacking unique characteristics of different countries using portfolios of various countries.

• Sensemaking of 'uniqueness' by comparing across countries

2) Curating posters to showcase characteristics of Singapore for various scenarios (such as attracting investors or tourists)

• Abridged version: Focus on one specific category of characteristics and present to peers

3) Demonstrating understanding through the use of GenAI - annotate the characteristics of Singapore on the image.

Climate

• before and after photos of ECP and Changi Beach -- why is this happening (Use visual stimuli)

• Think further.. what will happen when CC intensifies? Use this as an opportunity to talk about challenges.

• Use 5W1H to break down the impacts (who will be affected? How will they be affected?)

• Use GIS maps to show elevation and impact of projected SLR, geology of Singapore,

• Opportunities- sustainable? At what cost? Look into innovative measures that Singapore has implemented/ is testing out. E.g. pulau semakau, Long island project, increasing water catchment area,

• Use maps to help students visualise Singapore's location and its proximity and vulnerability to tectonic hazards.

• [Climate] Use heat maps to get students to anticipate challenges and opportunities

• Current and thought-provoking news (videos, articles) to spark curiosity and get students' buy in to learn about the topic (eg. undersea volcanoes near Singapore, overtourism in Singapore, tour groups in NUS and NTU)

• Discussion-based pedagogies. Use Padlet to make thinking visible and scaffold discussions.

Cool feedback: The next step is to consider the learning outcomes and the classroom activities and assessment tasks that will support students' ability to reach the learning outcomes, inclusive of e21CC outcomes.

https://images.app.goo.gl/EXtXxwe1wq53L9U89

Article about 466 undersea volcanoes ard Sg and sg's vulnerability : https://www.straitstimes.com/singapore/with-466-undersea-volcanoes-in-region-singapore-at-risk-if-big-eruption-hits-scientists

News article abt whether Sg may face overtourism: https://www.channelnewsasia.com/singapore/overtourism-locals-tourists-sustainable-tourism-stb-focus-4517681

News article about the allure of ntu and nus to tourists: https://www.channelnewsasia.com/commentary/nus-ntu-tourist-attraction-students-open-day-visitors-overcrowding-4595646

Cna video on impacts of cc on Sg:

https://youtu.be/P46nLryJmf4?si=VOrZFjfV6int8REY

CNA video - Singapore explores solutions to brace against effects of climate change: https://www.channelnewsasia.com/watch/singapore-explores-solutions-brace-against-effects-climate-change-video-4045971

1. Using a conceptual approach to learning what are challenges, opportunities, vulnerabilities and resilience (in the context of a country's survival)

2. Doing team research of terms like "diversified economy" as these terms require in-depth understanding in order to appreciate the key features.

3. Taking a stand of C or O and having a debate on each of the characteristics.