energy house 2
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Balerno Cluster Transition Project
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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.
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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
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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
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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.
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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
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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
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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
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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
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Learning and Teaching approaches
Collaborative group work
Assessment is for learning strategies
Demonstrations of knowledge and understanding through group presentations
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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
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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