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Cultural knowledge
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- In solving the eco-crime, students experience a number of different viewpoints about the same event.
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Knowledge integration
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- MuM provides students with opportunities to integrate their knowledge across the learning areas of science and humanities.
- Students are supported in learning how to apply their knowledge and understanding of a range of fauna and flora to the conditions of each crime site, so that they can make a correct accusation on all three items, who died, why and where it happened.
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Connectedness
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- The MuM project provides a rich learning task by making clear connections with contexts outside the classroom.
- The immediate objective for students participating in the MuM project is to solve an “eco-crime”. They take on the role of investigators working together to solve a case.
- Students must identify three things - who died (victim), why it happened (villain) and the where it happened (crime site). Whilst the eco-crime is a fictitious one, the scenario could happen or may have happened in reality.
- The scenario is backed by scientific evidence and is heavily scrutinised by real scientists well before the game starts.
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Narrative
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- The MuM game is based on the narrative of an eco-crime. The eco-crime is a fictitious story of a number of events that lead to environmental destruction.
- The students use clues and their research findings to develop the narrative of the events that lead to the eco-crime against the environment.
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