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Sustainable green living A powerpoint presentation prepared for Intel Teach Programme v.10 (25-29 January 2010) by C. Annamalai and Ng Khar Thoe 03_anna_ng.

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Presentation on theme: "Sustainable green living A powerpoint presentation prepared for Intel Teach Programme v.10 (25-29 January 2010) by C. Annamalai and Ng Khar Thoe 03_anna_ng."— Presentation transcript:

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2 Sustainable green living A powerpoint presentation prepared for Intel Teach Programme v.10 (25-29 January 2010) by C. Annamalai and Ng Khar Thoe 03_anna_ng

3 ANNAMALAI LOGIN (INTETEACH) PAGE

4 ANNAMALAI NKT 21CLASSESS PORTAL

5 ANNAMALAI NKT WIKISPACES PORTAL

6 Introduction and Overview of the project You are required to work in a team of 5 to complete project on issues related to ‘sustainable green living’. The main goal of this unit is to involve you to learn how to solve real life problems using scientific principles related to ‘water and renewable energy' optimizing the use of natural resources available in a community sustainably. The project must be completed within the duration of 10 to 12 weeks (or 2 to 3 months). You are expected to make presentation in the mini science fair to be held during School Open Day in July 2010.

7 PBL Scenario You are leaders of a local community. There are three small towns in urban area with open spaces getting sunshine, rains and wind throughout the year. The rural areas include a jungle and some agricultural lands such as paddy field, palm oil plantation, sugar-cane and coconut trees. There are also a few fishing villages along the rivers that lead to a sea nearby. There are three rivers that are named as River X, Y and Z. Since your appointment recently, you have received many complaints from the people in this community. The following is one of the problem case that you have gathered:

8 Scenario (continued) Due to the recent economic crisis and retrenchment that resulted in high unemployment rate and affect many factory workers living in this community, quite a number of poor families have approached you for advice on their intention to start venturing into cottage industries. There are interested in areas that can optimize the use of water resources such as preservation of primary products as well as fish and prawn breeding. Since the fuel price increase, they also want to explore the possibility of the most cost effective way to manage their industries using the renewable energy sources to sustain community living.

9 Roles and Expected output You will be working in a team of 5 as community leader, research assistants or helpers. Your tasks are to prepare a comprehensive action plan to find solutions to overcome the problems based on scientific principles related to ‘water and renewable energy’. You can explore Internet to find relevant information, contact experts for talk or visit relevant industries or research institutions (e.g. CETREE) to interview engineers or research scientists and gather information on cottage industries related to water and types of green technologies. You will also need to share your findings in school open day or through e-forum or blogging site. The following are some suggested activities to work on:

10 Prepare a comprehensive project plan (to be compiled as portfolio that include interview findings) with on-line exchange mode (e.g. blogging site or e-forum) to advise the families who wish to venture into cottage industries using the water resources. In the project plan you must highlight water related scientific principles involved in the proposed cottage industries, the concept of cost effectiveness and energy efficiency. You also need to assess and reflect on your plan ongoingly. Prepare a survey that include questions to gauge knowledge and skills from engineers and experts. Prepare a brochure to summarize information gathered from the interview findings from the engineers and experts. Prepare a concept map to illustrate water cycles and its related environmental issues such as global warming and climate change. Optional: Prepare an investigative project to explore green technologies using renewable energy sources, e.g. water, wine, solar power, hydrogen fuel cell or biomass converting e.g. domestic waste Set of tasks

11 Week 1: Identify prior knowledge in Renewable energy (RE). Reviewing literature related to concepts and scientific principles of ‘water’ and ‘green technologies’ digitally (Internet) and non-digitally (library). Preparing website for e-forum and blogs. Week 2-3: Preparation of survey that include questions to interview engineers or researchers on ‘cottage industries’ related to scientific principles of ‘water and green technologies’. Communicating with engineers/scientists for visit and invitation of talk to the community. Week 4: Visiting local research institutions to interview and gather information/document for the preparation of brochure and powerpoint. Week 5-6: Preparing information brochure and powerpoint to disseminate findings from interview and documentary analysis. Week 7-8: Preparing concept map to illustrate interrelationship of water, energy and environmental issues e.g. climate change. Preparing posters or project exhibits for presentation in science open day. Week 9-11: Identify RE for planning of scientific investigative projects. Week 12 – Exhibition and presentation to experts for evaluation. Implementation plan

12 Assessment/Evaluation: What and How Set of tasks Project or activity plan On-line exchange or blog Survey Information dissemination Identifying interrelationship of concepts and issues related to environment Self-assessment/reflection Assessment/Evaluation Rubric Response rate Mark sheet or checklist Rubric Journal Products Project report Blogging site Research report on interview findings Information brochure Concept map on water and global warming Scientific journal Poster presentation Assessment/Evaluation Rubric Response rate Mark sheet or checklist Rubric Evaluation score by experts

13 Guiding questions, tasks and/or quizzes to gauge students’ prior knowledge related to ‘water’ (1) How do we use water sustainably? 1. What are the essential requirements or basic needs for the survival of community citizens? 2. Illustrate water cycle using scientific principles. (set-up tasks) 3. Define evaporation, renewable energy, green technologies 4. Suggest the applications of water in daily life with illustration using scientific principles? (scope/set-up tasks) 5. Improvise experiments using application of evaporation and condensation in daily life. (set-up task/product) 6. What are cottage industries? Explore the examples of cottage industries using the water related scientific principles. (product)

14 Guiding questions, tasks and/or quizzes to gauge students’ prior knowledge related to ‘renewable energy’ (2) How do renewable energy and green technologies affect our lives? 1. Define renewable energy and green technologies 2. Explore the concepts, principles and sources of ‘renewable energy’. What are the examples of green technologies? (product) 3. How could the community citizens optimize the use of the natural resources available to sustain living? (product) 4. Why is it important to use green technologies? How will it contribute to the issue of global warming and climate change?

15 References, Internet resources and Blogs APA 6 VERSION TEXT 1. Bernama News (2010, Jan 25). Retrieved from 2. Living Sustainably Definition. Retrieved from IMAGES 1. Green Technology Image. Retrieved from VIDEO 1. Introduction to Green Technology Video (ISAAC 2008). Retrieved from 2. Solar Power in Green Technology Video. Retrieved from

16 References, Internet resources and Blogs "Only those who master the application of green technology and sustainable energy will be the winner in the 21st century” (Dato Najib, PM, Malaysia Source: Bernama News, Jan 26, 2010 from 1349) TQ.

17 Thank you Presenter, script, graphics and layout : Ng Khar Thoe

18 There are plenty of natural resources on our mother earth. Yet managing these resources wisely and responsibly without depleting or polluting the environment is important to ensure 'sustainable green living' of future generation. This lesson incorporated problem-based learning (PBL) approach, targeted at Form 2 secondary students to introduce topic on “Water (Form 2 Science)” and relating their prior knowledge on “Renewable Energy (Form 1 Science)”. The main goal of this unit plan is to enhance students' 21st century's higher order thinking skills to solve real life problems using scientific principles related to 'water and renewable energy' to optimize natural resources sustainably in a community. A problem-based scenario will be presented focusing on ‘promoting sustainable living through improving the living condition of community members (who had faced problem of retrenchment) with intention to venture into cottage industries optimizing the use of resources and renewable energy’. Working in project team, Form 2 students are required to role play the leaders and citizens in the community (e.g. as experts such as engineers, researchers or inventors being invited to give advice in a seminar organized by the community leader) to give advice to the community members on how to venture into cottage industries related to water optimizing the use of natural resources and green technologies. They are tasked to prepare a comprehensive project plan within the schedule of about 2 to 3 months duration as part of the project output for the unit "Water and Solution". The set of tasks to be evaluated include project plans with graphic organizers being compiled in portfolio, PowerPoint presentation or information brochure to be given to the community citizens, e-forum or blogs to promote discussion among experts with citizens and receive concerns or feedback from community citizens about their progress, experimental set or posters summarizing the experimental findings to be presented in mini science fair for evaluation by experts in the field. Students need to highlight the water related scientific principles or processes involved in the proposed industries, the concept of cost effectiveness or energy efficiency using renewable energy and legal issues, etc. They can enrich their knowledge and experience through solving real life problems related to water and renewable energy. The content of science curriculum could also be explored with greater depth in the form of spiral curriculum. Gifted and motivated students could further enhance their higher order thinking skills through innovative investigative projects on topic “Renewable Energy” even up to Form 4 level or above. Their learning output may be presented in the state/national science fair or any competition to promote sustainable development. For example, they can explore numerous green technologies using renewable energy sources from e.g. solar, wind or hydro power for energy support; biomass through the management of waste; electrolysis of water applying scientific principles of hydrogen fuel cell.


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