STEM for Sustainability | Terms 3 and 4 2020
Boost your Year 9-10 STEM curriculum by involving your students in real-world problems at Melbourne Zoo.
This unique program is part of the Term 3-4 2020 STEM Design Challenge.
Melbourne Zoo is continually improving its day-today practices to reduce its impact on the environment. It was the first zoo to become carbon neutral by reducing energy use, changing buildings and investing in forest carbon offset projects.
Melbourne Zoo has a big sustainability STEM challenge for your students to solve in Terms 3-4 2020:
- The Sustainability Manager needs new and creative ways to generate electricity at Melbourne Zoo.
When you visit Melbourne Zoo, 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 an idea to work 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 sustainability at Melbourne Zoo, focusing on electricity
- 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 (9.40am - 10am)||10 minutes|
|Session with a STEM educator||40 minutes|
|Self-guided Zoo research, Keeper talks, exploration||2-3 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 will use existing science knowledge and understanding to find solutions and create novel inventions that help Melbourne Zoo generate electricity
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 ideas for zero emission electricity generation
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