Cross-curricular focus area:

The significance of technology for people’s health and living conditions

Objective:

The pupils have to work with the correlation between lifestyle, health, population change as well as changes in business and industry and how this affects society

The pupils have to use Fable to outline a solution to one or more of issues this might create within care of the elderly, the health care system or the industry. The issues can be found in the links below.

Planning

Materials needed for the project:

Physics/Chemistry:

  • Computers with the Fable program
  • The Fable joint-module
  • Possibly LEGO
  • Possibly the LEGO-connector
  • A spoon + a 3D-printed holder for the connector
  • The passive connector
  • Screws for the conncector

Overall learning goals:

The pupil can program Fable to support their problem definition.

The pupil can use Fable as modelling to support their research

The pupil can compare the living conditions of 2 different countries, using data found on www.worlddata.info

The pupil can explain the importance of a healthy lifestyle and its significance for people’s living conditions.

The pupil can clarify which problems a decreasing birth rate along with an increasing life expectancy poses to a country/society.

The pupil can give examples of the impact that technology has had on people’s health and living conditions, as well as the changes it has brought to the living conditions.

The pupil can present their projects to each other by using a media of their own choosing

Subject and grade: Physics/Chemistry, Geography and Biology, 7th-9th grade

Length: 6 weeks (36 lessons – might vary)

Documents

Teaching activities

The project will be carried through as a cross-curricular focus area about the topic: The significance of technology for people’s health and living conditions. The project is run over 6 weeks and every lesson in biology, geography, and physics/chemistry will be used to work with the cross-curricular focus area.

The pupils can work individually or in groups of maximum 3 people during the project. The teacher/the teachers will throughout the project act as counsellors and will continuously guide the pupils in their work process.

It is required that the pupils see their counsellor for guidance at least one time during the process.

In week 1 the pupils will work on trying to identify which issue, they will be working with, they will do this by means of asking questions regarding knowledge and data, explanations and understanding, point of views and assessment. After writing down these questions they must complete writing down their issues and work questions with the help from their teacher.

In week 2-3 the teachers will be giving relevant lectures in geography, biology, and physics/chemistry, that the pupils must include in their work.

In week 3 the pupils will start to work independently with their issue, with an opportunity for doing practical work, field studies, business visits etc.

In week 4-6 the pupils will work independently with researching their issue, along with continuous guidance from the their teacher/teachers. Finally the pupils will present their product to the rest of the class and/or other classes in the school.

The class will give each other feedback and evaluate the project and their own performance.

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