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Aries Presentation

Aries Presentation. Renewable and Non-Renewable Energy. Overview of the lessons. Series of three lessons Students create their own questions Carry out their own investigations and research Analyse their results Present to the whole class. I observe with any or all of my senses as required.

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Aries Presentation

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  1. Aries Presentation Renewable and Non-Renewable Energy

  2. Overview of the lessons • Series of three lessons • Students create their own questions • Carry out their own investigations and research • Analyse their results • Present to the whole class

  3. I observe with any or all of my senses as required • Listening to each others’ ideas • Looking at information they have gathered from research • Keeping the information relevant • Interacting with experiments • Using the equipment sensibly and in a constructive way

  4. I categorise what I observe as things and events • Initial task was to categorise energy sources into the two categories • Some looked into those that had a large environmental impact and those that did not • Those that can be used at home and those that cannot

  5. I recognise patterns in the categories of things and events • Observed the link between those energy sources that caused an environmental problem and those that didn’t • Some interpretation of information was required. Patterns were not always clear

  6. I form and test hypotheses • Created hypotheses before carrying out investigation • Used to guide and focus research • Refer back to the hypothesis at the end

  7. I think about cause and effect • Seeing the relationship between energy source and environmental impact and then why this is happening • Why some energy sources are used more in one country than another

  8. I effectively support theory with evidence • Using the hypothesis may influence information gathered • Some evidence may be ignored • Presenting to class offers opportunity to show the evidence for their results

  9. I visualise • Planning stage • Brainstorming ideas • Interpreting data from research or investigation • Graphs, tables and diagrams

  10. I am aware of my thinking and control it • Hard to evaluate • Designing their own questions and hypotheses

  11. I use metaphor and analogy • Some investigated energy produced from hydroelectric power stations • Design an experiment • Represent a hydroelectric power station

  12. I use the ‘confirm early-disconfirm late’ heuristic • Not really supported • Students find evidence to support their hypotheses • Present to the class • Opportunity to discuss arguments against the theory

  13. I collaborate in thinking • All work is carried out in groups of 3 or 4 • Different stages the groups report back to the class • Present evidence and discuss evidence at the end

  14. Some thoughts… • Some groups fitted into the model better than others • How to evaluate how aware they are of their thinking

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