Developing Interest and Relating Scientific Learning to the Wider World
Experiencing and showing awe, wonder, and interest
Samantha's interest and work beyond the classroom is described by all of the indicators listed.
Caring for the environment
Samantha gets involved in the debate about the effects of human activity on the living world. She takes effective action to protect the environment.
Engaging in social issues
Samantha uses and seeks scientific information to debate social issues related to science and the environment and makes a case for effective action.
Samantha described her initial actions and her views on conservation.
"I have written a letter to the Department of Conservation.
I surveyed people about how they were helping to protect New Zealand endangered species and what actions they can take.
Most people don't really care – they don't want to take responsibility. They believe other people will be doing what we all should be doing. We should all pitch in to save our native species."
As a result of listening to the visiting conservation speaker describe her work in the bird protection programme, Samantha decided to take further action.
"I decided that I would do more than just come and help. Oh, wow, I can really do something to make a difference. I got my mother to take injured birds to the bird rescue centre. I am at least doing something to help." |
Investigating in Science
Asking questions
Samantha generates, discusses, and chooses interesting questions to investigate.
Using systematic approaches and scientific conventions
Samantha plans and carries out a systematic investigation to gather evidence to test her ideas.
Processing and interpreting
Samantha uses her findings to draw conclusions related to simple scientific ideas. |
