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Mission to Europa

 

Objectives

  • Teach space topic (learn about planets)
  • Review energy and forces topics
  • Imagination
  • Creative writing
  • Problem solving
  • Teamwork

Introduction

The students are to split into groups of 4.  They are astronauts and there task is a privately sponsored mission to explore one of Saturn’s moons, Europa, to explore for life.  Europa is like a goldfish bowl made of frozen water and heated from within by the combination of tidal forces and volcanic activity.  A CIA agent approaches each group indepenently and tells them that there was a secret government mission to seed Europa with superevolving genetic material and if they find any evidence of this they must bring a sample of it back.

On the approach to Saturn the spaceships fail and the groups crash land on to different parts of the Europan surface.  They must complete 3 tasks to get to the safety of an evacuation point.

Main Activity

Students should be a given a map of the nearby surface which includes these features:

  • Volcanoes
  • Whirlpools
  • Rivers
  • Cracks in the ice
  • Prevailing wind patterns
  • Crashed government seeding rocket
  • Bacteria pool giving off natural gas
  • Oil and uranium deposits in caves
  • Carniverous alien giant seal

Method

Students select one person from the group to be the scout.  The scout can approach the teacher to ask questions about the map, like “what do we find in this cave?”, etc.

Task 1

Find food and shelter.  Allow the students to be creative but don’t let them just hide in the remnants of the ship and take food from the supplies.  They *must* either find a way of detoxifying the algal/bacterial pool, find some way of exploiting food chains to eat little fish, or capture and eat the giant seal.

Task 2

Acquire 1000MW of energy from the Europan surface to power up computers and other machines to construct a vehicle with which to get to the evac. point.  Teacher should be flexible as we want all students to progress to the final task.  Teacher should attribute megawatts of power according to the intelligence level of the group – wave generators, solar power, and wind should achieve little, the students should be encouraged to use hydroelectric energy, geothermal, and nuclear power, as well as clever tricks like collecting gas from the algal pool.

Task 3

Students must design “whacky races” type vehicle to cross vast expanse of forzen ice, which is subject to volcanoes, storms, 100kmh winds against, terrifying hordes of killer seals, hurricanes, eathquakes.  Vehicle should be conscious of various forces that were discussed in the forces topic, i.e. friction of the surface, upthrust, water resistance (if they choose a submarine or icebreaking boat), wind resistance (if they choose some kind of balloon or aircraft).  There should be at least 5 challenges to surmount and the groups should be able to explain how their vehicle is designed to deal with these challenges.

Reward

Award merits according to the successes of the individual groups.  A merit for ecah task completed and a subsequent one for actually escaping.

Plenary

Homework/project work – Students must produce diary of their adventures along with small portfolio on interesting facts about the planet Europa.

Purpose

A student in my mathematics class continuously asked what is the point of all this?  She was referring to the study of subjects like trigonometry and algebra.  I will never use this in life, she said.  I agreed that she almost certainly would not, in fact I hoped she wouldn’t commenting on how boring it was to be a mathematics teacher.  I explained that mathematics shouldn’t be thought of as having any purpose for the typical student, anymore than the student of PE – how many students go on to become professional tennis players, basketball players, etc?  The purpose of mathematics in the curriculum is pure mental exercise – brain gym.

I attempt to spice up the maths curriculum in various ways from project work on maths related projects to discussions about the philosophy of mathematics.  I have supported this by watching two videos and then discussing them afterwards – one, the feature about Daniel Tammet, a mathematical and linguistic savant with very little of the idiot, and the other called Dangerous Knowledge about the various mathematicians who have gone insane and killed themselves over the various paradoxes in maths – we also watched the movie Pi.

Objectives

  • Identifying mathematics as a tool of philosophy
  • Exploring the concept of happiness and untroubledness
  • Discussing Greek philosophical systems

Lesson

The student went on to ask what is the point of all this, and in this respect her question was aimed at life itself.  What is the meaning of life?  I attempted to answer the question through a Q&A session with the students and then built up an equation out of it (which we could then rearrange and use to explore algebra).

It was elicited that the purpose or meaning of life was to find happiness.  The destination is happiness but happiness means different things for different people.  I then told the story about the rich, successful man who has lost his happiness.  He goes to the priest to ask for help, and the priest tells him to pray to God – but to no avail, he still isn’t happy.  He goes to the wandering wizard who tells him to travel, he goes to the flagellant who says the secret is pain, he goes to the Hindu who tells him to make the right offerings, he goes to the trainers at the gym who tell him to keep fit, the nutritionists who tell him its all about what you eat – and so on and so on, none of this works, he is still miserable.  Then one day he chances upon the Master of the Tao of Silence in the desert and he asks “o’ master I have lost my happiness, where can I find it?” – the master replies with a smile “you’ll find your happiness where you lost it!”

Having established that happiness is different for different people we discussed a few examples.  For instance the hunter is truly happy on the hunt, the writer happy with his pen and his ideas, the architect amongst buildings or plans for buildings.  Finding ones happiness involves finding out one is, and then completing tasks according to ones nature. 

Not only this, the hunter is not happy shooting ducks all day, the true will, the essential character also needs challenge – its not only tasks according with the true self that are necessary but one that take virtue to achieve.  The hunter must have the story where he fought the bear, the mountaineer where he claimed his peak or survived in incredibly hostile conditions, the writer his magnum opus.  We established that the concept of atarazia or untroubledness means different things for different people, the hunter is only untroubled when he has deer, rabbits, and boar in abundance.

Happiness  or Eudaimonia/Ataraxia = n x (True Will (Character) + Virtue)

The ultimate questions of meaning and purpose, metaphysical speculations such as did the universe begin, or what happens after death are only important to the philosopher archetype who is of course achieving his happiness by pursuing the answer to them.  To the hunter such things shouldn’t, and don’t, matter.  What matter is it to the flight of his arrow whether the universe was created by an evil or a good God? Aimless existential speculations should only be undertaken by the philosopher for they offer two horrifying alternatives to the non-philosopher; despair or madness.

Eugene Onegin

 

I have to say I do love this job.  At my appraisal the other day, my mentor and I agreed on what a great school it is to work at in terms of personal freedom to try out new ways of teaching – although many teachers bemoan the “lack of management”, coming from an over-managed school before this I can only say that I really value the chance to act like an independent professional that this school affords me.  There are many teachers at this school who inspire me creatively.

This week I was fortunate enough to go and see Eugene Onegin by Tchaikovsky, 3 and a half hours of opera shot at the Metropolitan in New York.  It was fantastic.  I had seen the Ralph Feines film (my girlfriend is a huge fan) and the opera was a completely different interpretation.  It was magical and has inspired me to try to be more spectacular on stage.  I loved the minimalist stage, the lavish costumes and some of the simple yet stunning lighting effects.  I am going to post a link to my favourite moment, and then another one to my favourite song of the piece.

http://www.youtube.com/watch?v=Tp8DrKn01ZQ&feature=related

When Eugene places his coat at the front of the stage, my directors eyebrow raised, and then as the light increased in the background I realised what would happen.  Lenski is shot down as the sun rises behind him.  Excellent.  In the film the duel is on a misty bridge by a windmill on some lake out in the steps.  Its a great interpretation too, but I have to say I preferred the opera.  This piece I will now post a link to is Lenskis solo before the duel.  Lenski got an outstanding round of applause for his performance.

http://www.youtube.com/watch?v=4Wv8emJ8tgM&feature=related

There is something incredibly heartfelt and deep about the Russian langauge and its peoples.  Being someone’s friend means a lot more the further East you get.

 

The Bear Theatre Awards

Here are a short series of clips showing our entry into the Bear Theatre Awards, an International Youth Theatre competition in Prague where we won Best Actor, Best Director and the Audience Vote.  Enjoy!

Part 1

http://www.youtube.com/watch?v=S9xA_5Pyg0U

Part 2

http://www.youtube.com/watch?v=3BSJZlasLKA&feature=related

Part 3

http://www.youtube.com/watch?v=LbsFq55aisw&feature=related

 

The structure of the piece was inspired by a quote from Cosmic Trigger III by Robert Anton Wilson who was himself quoting from a 70s Saturday Night Live episode.  A scene begins, the emotional stake is high, and as the excitement and passion peaks, something goes wrong and the director comes on saying cut cut cut.  The scene continues and we become aware of relationships between the director, the actors and the technical crew.  This scene continues until something “goes wrong” again and we are interupted by yet another director, implying that the process could continue indefinitely.  Wilson suggests that understanding this is close to what the Buddhists call enlightenment.

We borrowed the structure but the rest is entirely our own work.  Our student director focused on the first piece, myself on the second providing the biz in-jokes such as pretentious actors making demands and actresses forced to sleep with the directors to keep their parts, and my colleague focused on the final piece with its jokes about school life.

When people of the esoteric persuasion are asked to provide the ultimate meaning behind this cosmic spectacular of which we are a part most give either the school or theatre as their metaphor.  They use the idea of playing roles in the great tragi-comedy of life and often combine it with the second metaphor that the universe is our school and we are here to “learn something” (not quite sure what it is we are supposed to be learning beyond “stuff”).  I guess this piece really suggests all of those metaphors.

Lovecraft – Devil’s Reef

http://www.youtube.com/watch?v=b7O6dTtQUNQ

Our drama GCSE class had worked on interpreting and adapting Lovecraft short stories for the stage.  Building on this success we decided to combine our efforts and put Lovecraft on stage in all of his glory.  We worked on adapting four stories to the stage: From Beyond, The Temple, Dagon, and the Shadow over Innsmouth, with a linking story written by myself and set in Arkham Asylum.

Arkham Asylum

FBI agent Ondrej Jablonski arrives in Arkham Asylum to interview four of their mental patients regarding certain “classified” incidents that have taken place in a town 50 miles to the north called Innsmouth.  He is rather taken with the head Nurse, Margaret Adams, and flirts with her exhaustively much to the psychiatrists chagrin.  As the patients are brought in and the interviews commence the reality of the mental patients flashback is contructed by the hospital staff so “reality” seems to melt into fantasy.  Is this some twisted interrogation style or a theatrical technique?  The three psychiatrists represent the extremes of reaction to the patients, from dismissal of their experiences, to a willingness to believe, to a gentle humouring.

From Beyond

The first story features Miss Rebecca Carter, an investigative journalist working for a tabloid newspaper based who is driven crazy by the experiments of her friend and colleague Crawford Tillinghast, who hailed from Innsmouth.  His “infernal, electrical machine” allows people to stare into other dimensions and she explores this strange new world – by dancing with jellyfish to a Billy Holiday song.  As her schizophrenia peaks the flashback melts grotesquely back into the hospital, with evil nurses approaching her with giant syringes.  Theatrically this first story allows the audience to get accustomed to the inconsistent realities of the mental patients – the themes of From Beyond were perfect for exploring this method.

The Temple

Having established the style of the play, the second story “The Temple” takes the audience to the bottom of the ocean as a “submarine” set is constructed around the patient. This short play begins with the sinking of a passenger liner and the recovery of a strange cursed amulet that proceeds to possess the crew and drive them insane.  The finale features Edith Piaf, “Padam Padam Padam” and the Captain overcoming his own desire to claim the amulet and donning a diving helmet instead, for his escape out of the stricken vessel to the surface, and his subsequent capture and incarceration in Arkham Asylum.  This story featured a stunning set of submarine archways with remotely adjusted emergency light settings, and great sound effects coupled with the Piaf finale.  Theatrically, it was a “now we have explained what we will do, we will see what we can do with it” – we took the audience to the bottom of the ocean and filled it with possessed and demented sailors.

Dagon

Dagon, our third story was the extreme of the technique – Mina Heartswood, a patient in a state of catanoia experiences a “double backwards flashback” through the medium of a hypotherapist who regresses her first to an opium den where she tried to bury the memories of her experiences at sea, and then finally to “Devil’s Reef” itself.  Mina was a passenger on the ocean liner sank by the Captain of the german uboat in the previous play, and washed up on the reef in a lifeboat, accompanied by her fiancee and two other survivors.  The reef is populated by “damn mutant seagulls” who proceed to rip apart the two survivors- they are only stopped by the arrival of Dagon, an ancient Sumerian god who possesses the body of a previous shipwreck – through the aforementioned cursed amulet.  He swaps between the bodies of the ancient castaway and her fiancee and finally the scene reaches a crescendo as the doubled Dagon with his seagull demons surround her.

The Shadow over Innsmouth

The final story shifted the predominant theme of the play as the story was recounted by some one terribly terribly sane, and the action was acted out within the confines of the hospital and was overseen by the psychiatrists and the FBI agent – a stage within a stage within a stage.  Penelope Marsh recounts the experiences of her brother who went to Innsmouth to discover his family history and explains how his journey lead him to the horrifying conclusion that he, like the residents of that cursed town would turn into a fish-frog monster upon adulthood and crave to swim out and worhsip at “their sea-bottom temples”.  The town is cursed because of its proximity to the Devil’s Reef, where Dagon lives as the result of an ancient pact between the island people of the east Indies and an old English pirate captain – Obed Marsh.  The fish things, attracted to the town by the rituals of “ol’ Cap’n Marsh”, begin to interbreed with them, and the following generations of the Marshes are heirs to this dark fate.  At the end of the story we realise that the girl too will turn into a fishfrog and want to swim out to join them and this is the “only decision she has left to make”.

Arkham Asylum

The final scene is brief and action packed.  Marsh faces the terrible realisation that she will face the same fate as her brother.  Carter decides she can’t take one more day in the asylum and seizes Jablonski’s gun in order to make her escape.  As she does she pulls out the cursed amulet from Jablonski’s pocket.  The psychiatrists and mental patients realise that Jablonski is Dagon.  The uboat Captain grabs the gun from Carter and points it at Jablonski, threatening to kill him.  Jablonski is not scared.  They struggle for the gun and in the fight it goes off, and hits Nurse Adams – who dies instantly.  The Captain and the psychiatrists drop to the gound in shock.  Carter escapes.  Penelope Marsh takes her exit choosing the seabottom temples over mortal life, and affects the characteristic frogwalk of the people of Innsmouth, Jablonski follows her.  Finally the real FBI show up, late, because somebody (Dagon) messed with their car.

Evaluation

The audience loved the play, both students and adults.  They were particularly convinced by the seagulls with their excellent masks and bird sounds, many found this to be the most frightening piece.  You always tread a thin line between humour and fear, and the second night at the Strasnicke (which means haunted in Czech) theatre was the best as it achieved that perfect balance – tragicomedy.  Our subsequent performance at the Alfred ve Dvore, was a more mature performance and the actions were more thought out.  Carter was particularly excellent with her New Jersey accent, which she had failed to do at the Strasnicke.  The story was complex and didn’t exactly add up, but the tellers were insane, so how was it supposed to?  The main thread of cursed amulet and evil happenings associated with it was followed by all. 

With a cast of 40 though, you have to make allowances for the occassional weak performance and I believe this play would be performed better by a smaller cast with more mental hospital staff performing multiple roles.  This would go a long way to achieving the sense of flexible reality required by the mental hospital insane flashback basic structure.  Hermetically, the play was structured around an antiplot ToL, each story was associated with one of the 3 psychiatrists (3 triads) and all lead towards the “woman in red” and the realisation that the good guy was in fact the devil – it was a “reverse frog princess” story based on the Etz Ha Klippot.

Post-Lovecraft

After the performance of Lovecraft a small group of us went to see the Tiger Lillies interpretation of Lovecraft which was being shown again in Prague.  Here is a link to the trailer on youtube:

http://www.youtube.com/watch?v=lYsK7AZ38YM

Last year our school drama company interpreted and performed William Shakespeare’s “The Tempest”, myself and two of my colleagues directed and produced and the cast was drawn from our school population of international students; Poles, Czechs, Armenians, Ukrainians and Russians.  It was my first year working in Prague and I had immersed myself in European history, and inspired by my colleague who had spent a lot of time working in Siberia, we decided to interpret the Tempest witha communist theme.

 

Prospero was a commissar meet poet Mandelstam in Stalinist russia and had been sent to the gulag for writing poems that were not conducive to state approved socialist realism.  Out there in the frozen woods of the island gulag in the Arctic Ocean, Prospero finds Siberian shamanism, and mastering the forces of the Arctic spirits of wind, reindeer and wolf overthrows the camp commandant and enslaves his son, Caliban, a brutish Russian soldier.

 

The Tempest saw Prospero unleash Ariel with the force of an artic blizzard; as the KGB had stolen Prospero away from his wife in the middle of the night, so his spirits sole the communist conspirators off their icebreaking ship in the Tempest.  We fragmented the first scene and had the students repeat key lines from their characters and heighten the speed and the hysteria in their voice to capture the confusion and panic until only the Captain was left hopelessly crying out “Get yourself below deck, get yourself below deck!” to an empty stage.  Ariel appeared and the spirits of the wind did one final pass before disappearing.

To intensify the atmosphere we relied on a very strange mix of music, original Red Army choir marching songs such as Viva Stalin and contrasted them with the music of the Chuckchee people of northern most Siberia.  One of the most interesting things about working with this play was how brilliant the alchemical themes were written into it.  For us, the communists represented the “matter” and their opposition, the Siberian spirit of the Taiga, represented the spirit.  Through the elegant working of Prospero’s magic, “matter’ is both punished and enlivened by the spirits, and ultimately redeemed through the marriage of Ferdinand (matter) with Miranda (spirit).

 

I think the most moving moment in the play for me was the finale, where we see Prospero give up his Siberian shaman outfit and dress himself as a commisar once more: “I will discase me, and myself present as I was sometime, Milan.”  He returns his antler wand to Ariel with the words “to the elements be free” and finally removing the red star from his jacket he does the final speech “as you from crimes would pardoned be, let your indulgence set me free” – which I personally interpreted as an appeal to the mostly eastern european audience that we must forgive communism for, after all, it was a dream of human equality – a dream that became a nightmare, but a dream nonetheless, and as we would be forgiven for our own distorted dreams, so we must forgive others.  However, the dark twist came, when the red star was left in a single spotlight, and as Prospero retreated into the darkness, our Caliban, the “evil” of “matter” now fully crystallised emerges and holds the red star to his chest.  He is surrounded by the spirits of the Taiga who place a gun to his head as the song “Viva Stalin” reaches a peak.  This was the ultimate triumph of spirit over matter, the obliteration of matter, and the freedom of the spirit.

 

Chukchi music:

http://www.youtube.com/watch?v=yf7hyCjqkLQ

Red Army Choir:

http://www.youtube.com/watch?v=IHlq_P5CI18

Maths Challenge – City design

Learning Objectives

  • Exploring applications of mathematics through creative project on city planning, i.e. architecture, engineering, social planning
  • Loci
  • Mensuration

Hermetic Purpose

Study on Utopias are very popular in the Hermetic arts.  Bacon’s Atlantis, Plato’s Republic, etc.  Utopian work asks the students to think about how society can be run holistically and ecologically friendly.

Activities

Explain the story of Logan’s Run to the students.  Tell them they have to design a dome city in the face of certain ecological disaster.  Explain to them that they must produce a model of this city either computerised or 3dimensional sculpture including at least one piece of interesting architecture.  Provide demonstrations of interesting architecture from around the world on electronic whiteboard.  This interesting building must have complete schematics in terms of height, volume, living space per room if an apartment building, etc – the details listed in this building will contribute towards the final grade.  Total area of the city and volume of the dome must be included as well as length of roads, metros and other rail networks.  For bonus marks students should attempt to include loci which show that residents of tis city only have to walk for 5 mins each in order to be able to get to a link of some form to other parts of the city.  The city should also be self-contained and the students should demonstrate they have thought about this.

Outcomes

Several excellent projects using a wide range of ICT and design skills.  The Pentaqua dome was built in full 3d model and even the little metros and underwater cars were designed and provided with specifications.  Other cities included arcopolises based around one self contained building in parks with a kind of caste system for living conditions.  The Chinese student was inspired by futuristic Japanese stuff and included designs for bubble cars and robotic factories.  A lot of groups chose ot use sketchup – a free downloadable piece of google software.  Lesson will be more structured in the future, and there will be more requirements of the students.

Evaluation

Its mainly a homestudy for those students who are good at maths and interested in seeing how it has effects outside of algebra exercises which can seem quite dry.  Results were mixed, more structure must be provided for students with less self-discipline or those who struggle using these skills.  About a 75% success for this lesson.

Hermetic Lessons – The Silk Roads

 

Learning Objectives

  • Script-writing
  • Stage-fighting
  • Romance

Starter

Students are introduced to the Sufi poem “What was said to the rose” as an example of love poetry.  They must interpret this poem very simply on stage in small groups.

What was said to the rose that made it open
was said to me here in my chest.

What was told the Cypress that made it strong
and straight, what was

whispered the jasmine so it is what it is, whatever made
sugarcane sweet, whatever

was said to the inhabitants of the town of Chigil in
Turkestan that makes them

so handsome, whatever lets the pomegranate flower blush
like a human face, that is

being said to me now. I blush. Whatever put eloquence in
language, that’s happening here.

The great warehouse doors open; I fill with gratitude,
chewing a piece of sugarcane,

in love with the one to whom every that belongs!

Main Activity

Compose piece of script writing based on the stimulus the Silk Roads (of the 12th-14th century) which must include conflict (stagefighting of some form) and a romance.  The romance is hard to write and should skilfully blend the comedic and tragic.  Suggested location for story is a tavern somewhere on the Silk Roads but some groups have interpreted it in different ways.  The piece should be 15 mins long.

Stagefighting Workshop (80mins)

15minute warmup, stretching exercuises, jogging etc.  General rules on trust and safety.  Work on eye contact.  Grabbing arms to block. Slapping (catching, clapping the other hand).  Grabbing head in lock and beating.  Dragging across the floor by hair.

Outcomes

Pieces are performed in front of live audience at the Alfred ve Dvore.  Performed pieces consist of strange Shakespearean themes of mixed identity and being in the wrong place at the wrong time, and are set everywhere from Venice to Uzbekistan.  Filmed footage will be provided.

This lesson went exceedingly well although it could probably have been done in less time.  The performed pieces ranged from the extremes of comedy and tragedy to the perfect mix that is romance that I was aiming for.

 

Hermetic Lessons – Facing God 

Project Outline

Students must make a trailer for a film, promotional materials, storyboard and a pitch in order to convince Hollywood producers that there’s is the film to make.

Concept

All students must base their story roughly on the following concept.  It is the future and no-one believes in God anymore.  What is society like?  Is there one person who still believes?  Does God find out about this loss of faith and punish or attempt to save the disbelievers?

Objectives

  • Spirituality – students ask themselves questions about what a world without God would be like, would there be no war because there is no religion, would society degenerate because there is no moral high ground, would science run amok?
  • FilmMaking
  • Presentation skills “The Pitch”
  • Artistic expression – The storyboard

Evidence

http://www.youtube.com/watch?v=1tD87vjerF8

http://www.youtube.com/watch?v=JA_eV3TsqLk

http://www.youtube.com/watch?v=EMghJbwPRvw

http://www.youtube.com/watch?v=XRoLmcUwiZY

Yin Yang Island

 Why Yin Yang Island?

The Yin Yang symbol is a useful one for mindmapping in the energy topic.  When we study energy types it helps to focus on the fundamental idea behind energy as moving particles and transformation.  It suggests something of the relationship between matter and energy when it comes to absorption and emission as well.  For the energy resources section of the energy topic it allows us to discuss the fossil fuel energy types in contrast to the renewable energy types (wind, wave, solar, etc) as darkness of coal, oil etc relates easily to the Yin and the mostly sundriven renewable systems to the Yang.  The dots in the Yin Yang symbolise that we must not overly reliant upon any one system and in this part of humanity’s aims we should endeavour to seek balance.

Starter

The starter really consists of the build up lessons where you teach the various advantages and disadvantages of the eenrgy resources we have at our disposal as well as considering possible future sources of energy.  These lessons are drawn from typical science books and websites but are related to the Yin Yang according to the “Why the Yin Yang?” section of this article.

Main Activity

Stduents are provided with the map of an island in the south pacific called Yin Yang.  The task ffor the students is to develop a business plan to develop the island.  The only catch is whatever buildings they place on the island must be supplied with electricity from the islands resources.  Whilst the business plan can involve the export of electricity it cannot involve the import of it.  The map should come with a list of data suggesting various types of buildings and costs in both dollars and MW of electricity for each building.  Powerstattions of any form obviously provide energy rather than consume it (there is a ctach to this because any powerstations requiring a mineral resource need  that resource mined on the island and mining costs electricity).

The Island should include the following resources:

  • Wind direction
  • Uranium
  • Coal
  • Offshore oil and gas
  • Diamonds
  • Gold
  • Sheep
  • Trees
  • Geothermal sources such as volcanoes and hot springs
  • Natural wave pools
  • Waterfalls
  • Estauries
  • Forests

Business plans may focus on ecotourism, mineral and other resource exploitation and export, the collection of rare medicines from the jungle, etc.  Students should be reminded the focus is to grasp with the topic of energy and the winners will produce the island whcih has the most unique and profitable business plan. 

Homework

This plan relies heavily on homework.  Students should be encouraged to make a model of the island and accompany their business plan with a well-researched powerpoint presentation.  Each groups presentation should last 5mins with 5 mins for Q&A.

Yin Yang Island

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