6+and+7+teacher

**Promoting Student-led Inquiry-based Actions on STSE Issues __Structures unit__ Resources: Ontario curriculum document: http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf Short (20min) free online video about planned obsolescence/using cheap material so that we have to buy more stuff! - http://storyofstuff.org/index.php A story about a bike recycling program for teenagers: http://current.com/1m3v64c

Model Inquiry-based STSE Actions** Introduce students to various STSE issues and corresponding actions, some of which they may have experienced prior to the course; - voice their discomforts to higher authorities - design structures out of newspapers || - ||
 * STSE Issues || STSE Actions ||
 * - students use a desk and a chair at school - do these things fit everyone the same? Is it comfortable for everyone? || - write letters to the school board and manufacturing companies
 * - what materials last the longest? Is it better to make chairs of wood or plastic? || - writing letters to newspapers
 * - low cost of structures may mean underpayment of workers especially in developing countries || - ||
 * - gender biased bicycle issue- should boys' bicycles differ from girls' bicycles? ||  ||

**A video that shows how to make a chair out of reusing cardboard box material: http://www.youtube.com/v/-KRXOlnTgbY&hl**
 * Show students a more detailed example of actions people have taken to address a certain STSE issue, pointing out primary and secondary research necessary for developing the actions;


 * G****uide a Small-scale Inquiry-based Activism Project**


 * If necessary, provide students with a ‘skills apprenticeship’ (e.g., for questioning, experiment and correlational study design, graphing, reporting, debating, activism, etc.);

( study that collects data to tell the students what kind of actions to take) eg. cause /effect ( how many people go to Tim Horton's with a travel mug? ) age, gender, formal/casual, profession, cause variable: the ratio of # of people in the family: # of TVs, 3 of TVs to average age effect/result variable: How many TV sets does your family have?
 * Guide students through a small-scale inquiry-based STSE action project;

small study ending in some action study the results and educate peers in the school to think about the environmental effects of components of TVs and how http://earth911.com/recycling/electronics/television/tips-for-recycling-and-reusing-your-television/


 * F****acilitate Student-led Inquiry-based Activism Projects**


 * Facilitate students’ //self-directed// inquiry-based STSE action projects, addressing issues of students’ choices and occurring over a large proportion of a unit of study — perhaps ending in a detailed defense of their actions.