Activity: Designing cities of the future

Biology: Interactions and interdependencies

Relationships in an ecosystem

• the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
• the importance of plant reproduction through insect pollination in human food security
• how organisms affect, and are affected by, their environment, including the accumulation of toxic materials

Working Scientifically Skills

Experimental skills and investigations

• ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
• make predictions using scientific knowledge and understanding

• present reasoned explanations, including explaining data in relation to predictions and hypotheses
• identify further questions arising from their results

Geography

Human and physical geography

• understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems

Design and Technology

Design

• identify and solve their own design problems and understand how to reformulate problems given to them
• develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
• use a variety of approaches (for example, biomimicry and user-centred design), to generate creative ideas and avoid stereotypical responses

Evaluate

• test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups
• understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

Planet Earth

Biodiversity and Interdependence

I understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity. SCN 4-01a

• Describes how plants and animals depend on each other for food, shelter and pollination, using scientific vocabulary such as ‘population’, ‘community’ and ‘species’.
• Explains the possible effects of removal or addition of species on food webs and biodiversity.
• Summarises research findings to provide examples of structural, physiological and behavioural adaptations which lead to species survival.

I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2-02a

• Describes how energy flows between plants and animals in more complex food chains and webs and ecosystems, using vocabulary such as ‘producers’, ‘consumers’ and ‘herbivore’.

Topical Science

Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop an informed argument. SCN 4-20b

• Selects and analyses scientific content of topical interest from a range of sources, including the media.
• Identifies examples of bias in sources and justifies decisions in separating fact from opinion.
• Critically analyses a scientific issue and gives consideration to the ethical, moral, environmental, social or political implications of the scientific theme selected to develop an informed argument.

Technologies

Impact, contribution, and relationship of technologies

I can identify the costs and benefits of using technologies to reduce the impact of our activities on the environment and business. TCH 3-07a

• Demonstrates an understanding of the impact of technologies on the environment and business.
• Searches, edits and manipulates text and numbers using appropriate hardware and software.

Design and construct models/product

I can create solutions in 3D and 2D and can justify the construction/graphic methods and the design features. TCH 3-09a

• Uses aspects of the design process to reach a solution for a given brief
• Identifies relevant design factors in a design brief
• Applies knowledge of design factors and construction methods to justify a design solution
• Uses tools and equipment to manufacture models/products
• Applies safe working practices when creating a model/product
• Extracts dimensions from a drawing and transfer these onto materials to create a model/product

Social Studies

People, place and environment

I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a

• Provides a simple explanation of at least three consequences of an environmental issue, and for each suggest how they could be managed.

Third Level Scientific Skills

Inquiry and Investigative Skills:

Presents scientific findings:

• Communicates effectively in a range of ways, for example, orally and through scientific report writing

Scientific Analytical Thinking Skills:

• Applies scientific analytical thinking skills, with increasing independence, working with less familiar and more complex contexts.
• Applies understanding of an increasing range of science concepts to solve problems and provide solutions.
• Demonstrates further development of creative thinking including through the engineering processes of design, construction, testing and modification.

Skills and Attributes of Scientifically Literate Citizens:

• Demonstrates understanding of the impact of science on society and debates and discusses the moral and ethical implications of some scientific developments, demonstrating respect for the views of others.
• Expresses informed views about topical scientific issues, including those featured in the media, based on evidence and demonstrating understanding of underlying scientific concepts.
• Demonstrates increased awareness of creativity and inventiveness in science and the use of technologies in the development of sciences.
• Demonstrates understanding of the relevance of science to their future lives and the role of science in an increasing range of careers and occupations, including science, technology, engineering and mathematics (STEM) careers.

Science AOLE

Design thinking:

• I can adopt an iterative process to improve my design proposals, while minimising their negative impact on the environment and society
• I can evaluate and apply responsible habits of working which consider environmental and societal impacts.

Curriculum Subject Links

• The environment and human influences
• Investigate the effects of pollution, for example, water, air, land, sound etc. and specific measures to improve and protect the environment, for example, renewable energy, efficient use of resources and waste minimisation etc.
• Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity.
• Investigate what can be done to conserve and promote biodiversity, for example, school wildlife gardens / wilderness areas, anti-pollution strategies, habitat management etc.

Curriculum Skill Links

• Listen to and take part in discussions, explanations, role-plays and presentations
• Contribute comments, ask questions and respond to others’ points of view
• Communicate information, ideas, opinions, feelings and imaginings, using an expanding vocabulary
• Thinking, Problem-Solving and Decision-Making
• Show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate
• Demonstrate creativity and initiative when developing ideas and following them through
• Work effectively with others