energy house 2
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Balerno Cluster Transition Project
Background
The transition project was a collaboration between Balerno Community High School, Dean Park, Kirknewton and Ratho Primaries.
This P7/S1 energy project involved the three primaries and the English, Mathematics and Science departments at the secondary school.
Aims To enhance continuity of learning
across primary and secondary To plan a project, taking into
account the principles of Curriculum for Excellence
To identify an interdisciplinary focus that would create opportunities for collaborative working
To raise awareness of environmental issues
Context – Energy House
The learners in primary 7 are challenged to build a model of an energy efficient home.
The models are presented to a member of staff from the secondary for judging.
The project focused on the following key areas:
Science – energy, renewable energy sources, conserving energy, recycling, heat and insulation
Literacy – research and presentation skills
Mathematics – scale, 2D drawings, 3D models, perimeter, area and volume
Partnership working - Process
Beginning in session 2008/09, representatives from each school met to progress the cluster improvement plan focusing on P7/S1 transition. The working party created an interdisciplinary study which would better equip pupils for starting secondary education.
Focus experiences and outcomesBy considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy.SCN 2-04a Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use.SCN 2-04b
Science Finding out about what energy is Researching different sources of
renewable energies Finding out different ways energy
conservation can be applied to design of housing
Investigating: heat transference how house design can affect cooling
and heating in a home Different materials and their
insulation properties• Measuring, recording and evaluating
results
Mathematics
•Creating 2D plans•Working with scale•Calculating area and perimeter•Applying understanding of 3D shapes to the creation of models•Understanding surface area and relating this to heat loss
Mathematics and Numeracy OutcomesI can explain how different methods can be used to find
the perimeter and area of a simple 2D shape or volume of a simple 3D object.
MNU 2-11c
I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.
MNU 2-11b
Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans.
MTH 2-17d
LiteracyI am developing confidence when engaging
with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently.
LIT 2-10a
I recognise the need to acknowledge my sources and can do this appropriately.
LIT 2-25a When listening and talking with others
for different purposes, I can: share information, experiences and
opinions. Explain processes and ideas Identify issues raised and summarise
main points or findings Clarifying points by asking questions or
by asking others to say more.Lit 2-09a.
SkillsResearch, consideration of and acknowledgement of sourcesNote takingListening and talking in groupsPreparing and structuring a presentation
Learning and Teaching approaches
Collaborative group work
Assessment is for learning strategies
Demonstrations of knowledge and understanding through group presentations
Project Evaluation
•Pupils enjoyed and engaged with the challenge•Awareness of environmental and conservation issues was improved•There were issues with time constraints and resources•Refinements of plans
Next Steps and the futureWorking with partners and experts to add value e.g. Changeworks and the Renewables RoadshowCelebrate successes in a variety of ways, for example, writing articles for the Balerno NewsIdentifying equipment and CPD needs for teaching investigative skills in scienceInvolvement of the technology department
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