Mission Terraforma - Digital Technologies Hub



Project overviewName of Project: Mission TerraformaSubject/Course: Rich Learning ProjectOther subject areas: Science (Food Chains, Ecosystems, Biospheres), Geography, Design and Technology, Communication Years: 5–6Duration: 10 weeksProject idea Summary of the issue, challenge, investigation, scenario, or problem.It is the Year 2385 and the planet Earth is in chaos... Climate Change has ravaged the land with food and drinking water now in short supply. Civil unrest, extreme poverty and disease is rampant as global warming has caused disease, famine and a 5000% increase in the occurrence of natural disasters. Fossil fuels are all but gone as crises talks are held by the New World Order. A new planet must be found that will sustain human life. After much research and exploration a new planet has been discovered that almost mimics Earth's atmosphere, climate and resources. Aurora 56Y will be the new home of the human race. The New World Order has given you the last of its available resources so that you may attempt to terraform the planet Aurora 56Y. You land, are equipped with the creative tools at your disposal, and designated to one of 6 districts. Your mission is to: Terraform Aurora 56Y and create a colony for the human race. Good luck! The future of the human race is in your hands.Driving questionHow do we sustain life on another planet?Project milestonesWeekMilestoneWeek 2Planet DyingSOLE activity “What could destroy our planet?”Introduce project idea and driving questionWeek 36 Horseman of the ApocalypseExamine what events might destroy our planet.Each class will take on one of 6 possible apocalyptic events 1. 56A – Disease; 2. 56B – Overconsumption of resources; 3. 56C- War; 4 56D- Geological Disasters; 5. 56E- Famine; or 6. 56F- Meteor Strike.Level MeetingAfter conducting research on designated event, classes will come together to present their debate.Week 4Climate Change, CatastropheComplete KWL chart on Global warming and climate change.Level MeetingWatch Discovery Channel’s “Global Warming: What you need to know”Week 5Looking to the starsEarth can no longer sustain human life and we need to find a new home on another planet.As a Think Tank, discuss what do we need for human kind to survive on another planter? Create a list of the 10 most important things Examine and compare the known planets/moons in our solar system and beyond. Is life sustainable on these planets?Each student needs to research and choose a planet or moon that they feel would make the most appropriate new home for human kindWeek 6Where to now?Each student needs to research and choose a planet or moon that they feel would make the most appropriate new home for human kind and complete a persuasive and informative essay to the council.New planet is discovered. What is it like? Will it sustain human life? Similarity/differences to Earth.Level MeetingBreaking News! NASA has just discovered Aurora 56Y, a planet with an atmosphere composition, climate and resources similar to Earth.Week 7Destination Planet Aurora 56YRocket launchIn class develop Council groups that will terraform Aurora 56Y (students to choose their preferred group and elect one councilor from each grade as a representative): Agriculture, City and culture, Industry, Recreation, Discovery and educationLevel MeetingDistricts discuss plans for terraforming and designate projects. Will need to consider how their district will work to avoid the 7 disasters that ravaged Earth.Introduce WIkispaces Minecraft P.D.Week 8Landed – Minecraft, DistrictsTerraforming our new planet: Council and District Reports on Wikispaces: Agriculture, City and culture, Industry, Recreation, Discovery and educationDistricts use Minecraft to create, develop and build infrastructure specific to their district.District TasksSee week 9 & 10Science Experiment: DesalinationNewfound element Aurotonium is both an asset and hinderance to the colonization of Aurora 56Y as it is a possible nuclear fuel, but is also a salt based element, that is found in all water sources-Scientific ReportWeek 9Terraforming – Minecraft, DistrictsTerraforming our new planet: Council Reports on Wikispaces: Agriculture, City and culture, Industry, Recreation, Discovery and educationDistricts use Minecraft to create, develop and build infrastructure specific to their district.Level MeetingDistrict progress meetingDistrict Tasks: See week 9 & 10Discovery and Education- Research and educate how to keep our new planet safe.Industrial – To find and develop sustainable energies.Week 10A new home –Minecraft, DistrictsTerraforming our new planet Council Reports on Wikispaces: Agriculture, City and culture, Industry, Recreation, Discovery and educationDistricts use Minecraft to create, develop and build infrastructure specific to their district.District TasksRecreation- Parks and gardens and maintaining environmental balance.?City and Culture – waste management, air purity and culture such as churches and shops.Agriculture- Enforce quarantined rules and protection of flora and faunaWeek 11PresentationLevel MeetingShare as a level, each district presents their workPanel evaluates the success of the planetContent and Skills Standards to be addressedSCIENCE – Progressing towards level 6The growth and survival of living things are affected by the physical conditions of their?environmentSudden geological changes or extreme weather conditions can affect Earth’s surfaceEnergy from a variety of sources can be used to generate electricityScience involves testing predictions by gathering?data and using?evidence?to develop explanations of events and phenomenaScientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ livesScientific knowledge is used to inform personal and community decisions.SCIENCE - Progressing towards level 7Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moonSome of Earth’s resources are renewable, but others are non-renewableWater is an important resource that cycles through the environment?Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource MUNICATION – Progressing towards level 6Students experience a variety of aural, written and visual communication forms in both formal and informal settings; for example electronic communication, performance and oral presentations. With support, they interpret these forms and begin to understand that their interpretation may be influenced by their own knowledge, values and beliefs, by persuasive devices such as emotive language, and by the opinions of others. When making meaning, students continue to develop skills in asking clarifying questions and seeking validation of their interpretations from their peers. They compare and contrast differing interpretations and explore why they differ.Students begin to recognise the purpose of specialised language across the curriculum and to use this appropriately in their own communication; for example, ‘the Earth is part of a system of planets orbiting around a star (the Sun)’.DESIGN, CREATVITY AND TECHNOLOGY – Progressing towards level 7Individually and in small teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labelled diagrams models and flow charts. They increasingly use information and communications technology tools and techniques to research, develop and communicate ideas. They are encouraged to consciously select preferred options and explain why they have chosen them, referring to materials/ingredients, function and?aesthetics.HUMANITIES – GEOGRAPHY – Progressing towards level 6As students work towards the achievement of Level 6 standards in Geography, they investigate some of the significant natural processes that operate across Australia (for example, rainfall, drought, flood, earthquake, cyclones and bushfire), and how people react to them, including their preparation for, and management of, natural disasters. Students explore how humans have affected the Australian environment. Examples could include: Aboriginal and Torres Strait Islander communities’ care of the land; clearance by farmers and subsequent problems of land degradation and salinity; and protection of the natural environment through the creation of nature parks, national parks and marine parks. Using an inquiry-based approach, students explore environmental issues and consider possible solutions to current and future challenges. ICT- Progressing towards level 10As students work towards the achievement of Level 10 standards in Information and Communications Technology, they use complex?ICT tools?and techniques to visually represent, model, reframe and refine their thinking to assist in developing new understanding. For example, they can represent causal reasoning by using graphic organisers such as?cause-and-effect diagrams,?influence diagrams and explore and represent the interdependence between different components of a situation by using?expert systems, spreadsheets and microworlds. By changing the values of some variable components, students can visualise the effect of these on the constant components to assist their understanding21st Century Skills to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:CollaborationSkillT+AEStudents collaborate across Level 4 to build and develop the new biosphereYStudents collaborate with their council group to plan and organize their area of the biosphere Students collaborate in groups within their class to research their apocalyptic event. YStudent use ICT Minecraft to terraform the new planet working with others and demonstrating positive online behaviours (not ‘griefing’ other peoples work) Creativity & Design SkillT+AEStudents create and design their aspect of the planet and terraform using Minecraft.YStudents work together in groups to design what they need for their new planet. Technology SkillT+AEStudents will use Minecraft to terraform and build the planet collaboratively YStudents will use WIkispaces to record and reflect their progress with the project Students will develop their research skills using appropriate search engines and publication softwareYSOLE Activity, investigation of their planet and research of geographical disasters Embed videos and photos into the wikiUsing the wiki as a communication tool and problems solve with each other as anisation SkillT+AEStudents plan the project management that is required and develop an effective action plan for the biosphere YStudents allocate roles to ensure the tasks are completed appropriatelyYStudents ensure they have appropriate services for the community and are able to articulate these at the expert panel session YStudents plan their research and organize information into clear fact sheets. Students delegate tasks within a group to cover a range of interest areas. Communication SkillT+AEStudents will be required to effectively communicate with other students to ensure they meet the needs of their populationYStudents will need to articulate their designs and achievements to the expert panelYStudents will promote and create marketing material for the planet YOrganisation SkillT+AEAdapt to varied roles, jobs, responsibilities, schedules, and contexts Work effectively in a climate of ambiguity and changing priorities Change your mind when you receive additional data Know when it is appropriate to be broad and global in your thinking and ?when a situation requires detailed precision Understand that there are multiple correct ways to solve a problem Culminating Products and PerformancesGroup & Individual:Each council will present their work to an expert panel. Who will evaluate the success of the planet and the potential for it’s long-term survival?Presentation Aspect of presentationYes or no?Class:YSchool:YCommunity:Experts:YWeb:YOther:Project overviewEntry event (to launch inquiry, engage students)It is the Year 2385 and the planet Earth is in chaos...Climate Change has ravaged the land with food and drinking water now in short supply. Civil unrest, extreme poverty and disease are rampant, as global warming has caused disease, famine and a 5000% increase in the occurrence of natural disasters. Fossil fuels are all but gone as crises talks are held by the New World Order…AssessmentsFormative Assessments (During Project)Yes or no?Peer Evaluation: Council’s peer evaluate each other’s district and the developments they have made. They provide feedback and suggestions to each other.YPreliminary Plans/Outlines/Prototypes: Students will plan the terraforming of the planet and also the design for their space shuttle.YSummative Assessments (End of Project)Yes or no?Reflection of what will work and what will not: How would they change their designs/projects?YSelf-Evaluation: Students will self evaluate their additions to the planet. YResources NeededOn-site people, facilities:EquipmentOnline resourcesMinecraft Server LaptopsMinecraft Reflection Methods (Individual, Group, and/or Whole Class)MethodYes or no?Reflection 1: Initial Reflection 2: Mid term Reflection 3: FinalYWhole-Class DiscussionY ................
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