Caring for Animals I Terms 3 and 4 2020
Boost your Year 9-10 STEM curriculum by solving animal challenges faced by keepers.
This unique program is part of the Term 3-4 2020 STEM Design Challenge.
Healesville Sanctuary goes to great lengths to care for the mental and physical wellbeing of its animals. Keepers use enrichment – activities and enclosure designs that enable animals to use their senses, move their bodies and behave in natural ways.
There are two big challenges for your students to solve in Terms 1 and 2:
- Keepers need a variety of enrichment ideas to care for dingoes.
- Keepers need a variety of enrichment ideas to care for echnidnas.
When you visit Healesville Sanctuary, your students will conduct research and use their scientific observation skills to deepen their understanding. They may also start to brainstorm solution ideas.
Back at school, students will work in teams of up to six people and choose one of the challenges to focus on. The Teaching Guide will help you use an engineering framework called Design Thinking, which helps teams quickly translate their ideas into prototypes.
- Learn about animals and the work of keepers
- Develop STEM skills such as scientific observation and Design Thinking
- Express their ideas through Project Based Learning
- Enhance their creative thinking skills
- Join a group of young Victorians who are solving complex conservation problems
You don’t need a STEM lab or special materials to teach this fun and innovative challenge. Some teachers use this program to teach a whole-term unit while others use it as a special 2-3 week program. The choice is yours!
After completing their prototypes, students can also enter the Term 3-4 STEM Design Challenge competition. Entries close on Friday 20 November 2020.
|Welcome and introduction to your day||15 minutes|
|Workshop with a Sanctuary teacher||40 minutes|
|Keeper presentations||1 hour|
|Sanctuary research||2 hours|
Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU116)
- Students explore how animal welfare standards have changed over time and influence the work of keepers and other members of the Sanctuary’s Life Sciences team
Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication (VCDSCD061)
- Students will use Design Thinking to generate, grow and test their animal enrichment ideas
Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas and proposals, including the qualities of viability and workability (VCCCTM053)
Students will use a Design Brief and Assessment Criteria to guide their thinking and develop their own creative solutions
Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals (VCPSCSO050)
Back in the classroom, you can build in self and group reflection tasks to help students evaluate their participation in the STEM Design Challenge
Plan your excursion
Bring what students need to record their research e.g. written notes, drawings, photographs, voice memos, short videos, diagrams. They will also need to dress for the weather.
The organising teacher should make themselves known to Admission Staff via the Members Express Lane to arrange payment. More information