Activity: Drafting an urban nature act

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
• select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate
• use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety

Citizenship

• acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government
• develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced

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.

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.

People in society, economy and business

I can use my knowledge of current social, political or economic issues to interpret evidence and present an informed view. SOC 3-15a

• Reviews basic sources of evidence such as newspapers or surveys used in arguments about current affairs to form a valid opinion.
• Presents using appropriate methods an informed view of a current affairs issue.

I understand the arrangements for political decision making at different levels and the factors which shape these arrangements. SOC 3-18a

• Describes the role of elected representatives and/or groups which influence the political decision-making process at local, national or international level.

Third Level Scientific Skills

Inquiry and Investigative Skills:

Presents scientific findings:

• Provides supporting evidence and quotes and acknowledges sources with limited assistance

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.

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.

Science AOLE

Being Curious:

• I can explain how the impact of our actions contribute to changes in the environment and biodiversity.
• I can review my own opinions based on new scientific evidence.

Humanities AOLE

Active Citizens KS3:

• I can discuss and challenge viewpoints of decision-makers and elected representatives in my community and at a national level.
• I can analyse and explain the impact of decisions made by local, national or global organisations on people and the environment.

Curriculum Subject Links

• The environment and human influences
• 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
• Work effectively with others