© Nuffield Foundation 2010 Nuffield STEM Futures Project.

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Presentation transcript:

© Nuffield Foundation 2010 Nuffield STEM Futures Project

© Nuffield Foundation 2010 Introductory film 16

© Nuffield Foundation 2010 Final project Learning outcomes You will be able to: Give and take feedback on project proposal. Agree and use evaluation criteria for a project. Plan a project. Communicate a project through an effective medium. Identify a problem or question relating to closed loop theory. Identify a closed loop solution to a sustainability problem. Identify useful ideas from STEM subjects.

© Nuffield Foundation 2010 Activity 1: Choosing a Futures question Pupil activity Part 1 of 2 Use the table on the next slide to evaluate one of the closed loop questions below. 1.Can people afford to change to green products? 2.What will happen if we don’t reduce CO 2 emissions? 3.How can transport to our school work in a closed loop system?

© Nuffield Foundation 2010 Activity 1: Choosing a Futures question Pupil activity Part 2 of 2 CriteriaTick or cross Question number 123 The question can be related to the closed loop thinking framework. The question is related to science, mathematics or design and technology Futures topics I have studied. The question interests me. The question or problem is not too broad. It will be possible to answer in the time I have.

© Nuffield Foundation 2010 Activity 1: Breaking up a question into sub-questions to reduce the scope of the project Question: How do we redesign clothing using cradle to cradle thinking? Sub-questions: Which are more sustainable, clothes made from synthetic fibres or natural fibres? How can we create cradle to cradle jeans? How might smart textiles enable cradle to cradle thinking in the way we use fabrics?

© Nuffield Foundation 2010 Activity 4: Communicating the project Decide on the medium for your final project presentation. You could use any of: electronic presentation e.g. slide shows, animations, games flat presentation work e.g. posters, leaflets, brochures static 3D models e.g. scale models active 3D models e.g. working models interactive media e.g. debates, radio shows, interviews performance e.g. plays, poetry, song.

© Nuffield Foundation 2010 Activity 5: Allocating tasks The plan for a PhotoStory presentation has been muddled up. Put the following tasks into the most logical and order. Putting the text and visuals into PhotoStory Collecting data and visuals research into the topic Drawing graphs to present data Making a storyboard Inviting a year 7 class to attend the presentation

© Nuffield Foundation 2010 Activity 6: Carrying out the project a.Carry out the tasks you have set yourselves. b.When you get to your checkpoints, make decisions about revising your plan if necessary. c.For example, if one pair in your team is having trouble finding information about a particular area, suggest they find an alternative topic. d.Some pairs will finish earlier than expected – they can then help out other pairs.

© Nuffield Foundation 2010 Activity 7: Evaluating the project a.Use the agreed class criteria for success to evaluate your own work and the work of another group or groups. Feedback is most useful when it is constructive. Try to balance positive and negative feedback. b.When you receive feedback for your own work use it to focus on what and how you need to improve.

© Nuffield Foundation 2010 Plenary Reflect on your learning. What skills do you think have been most valuable to you during the project work? What was the most challenging part of the topic? What did you find most enjoyable about the topic?