UNI1 LANNLk

Sc|ence overarch|ng |dea: Matter & Lnergy

ear Leve|: 3]4 Sess|ons: 3 Date: May 2014
Cvera|| a|ms of the un|t

At the end of th|s un|t students w||| be ab|e]capab|e of:

SLudenLs wlll develop an undersLandlng of Lhe lmporLance of uslng renewable energy
sources and how Lhls relaLes Lo and lmpacLs on Lhelr dally llfe.
Lducat|on for susta|nab|||ty (LfS)
rovldlng sLudenLs wlLh a crlLlcal undersLandlng of Lhe
processes, lssues and concepLs surroundlng susLalnablllLy
wlLhln Lhe envlronmenL ln relaLlon Lo Lhelr dally llves

Lqulpplng sLudenLs wlLh Lhe skllls, knowledge and aLLlLudes Lo
make lnformed declslons conslderlng envlronmenLal, soclal and
economlcal lmpllcaLlons for our fuLure (ueparLmenL of
LnvlronmenL, WaLer, PerlLage and Lhe ArLs, 2009)

key vocabu|ary:
energy
elecLrlclLy
renewable
non-renewable
solar
solar panel
conLrol charger
phoLons
hydroelecLrlc
wlnd
generaLor

key equ|pment ] resources:

WaLer Wheel consLrucLlon sheeL
(Appendlx 1)
plasLlc clrcles, sclssors, compass,
ruler, skewer, plece of sLrlng,
buLLon, slngle sprouL waLerlng
can (runnlng waLer)
sLyrofoam meaL Lrays, balloons,
rubber bands, washers, and a
pool of waLer, sclssors, Lape,
paper
energy posLers (wlnd, waLer,
solar, general renewables, non
renewables)
scallng cards
buLchers paper + LexLas
sLudenL work books
key Austra||an Sc|ence curr|cu|um Standard:


Sclence knowledge helps people Lo undersLand Lhe effecL of Lhelr
acLlons (ACSPL031)

LarLh's surface changes over Llme as a resulL of naLural processes and
human acLlvlLy (ACSSu073)

lorces can be exerLed by one ob[ecL on anoLher Lhrough dlrecL conLacL
or from a dlsLance(ACSSu076)

Llvlng Lhlngs have llfe cycles (ACSSu072

8eflecL on Lhe lnvesLlgaLlon, lncludlng wheLher a LesL was falr or noL
(ACSlS069)
Updated unit planner: 29.04.2014
Updates to Session 2, Activity 1 - additional information after presentation.
This unit planner was worked on in collaboration with the other members of
my group, demonstrating our ability to work well together. We each had a
section, however also contributed to all areas of the unit planner. I've
highlighted my specic sections.
SLSSICN 1
Learn|ng outcomes:
SLudenLs wlll explore Lhe deflnlLlon of energy, lncludlng renewable and non-renewable energy
SLudenLs wlll explore preconcepLlons of renewable energy ln relaLlon Lo Lhelr dally llves
SLudenLs wlll be able Lo recognlse dlfferenL Lypes of energy lncludlng renewable energy and non-renewable energy

Spec|f|c Act|v|t|es Sess|on 1

Act|v|ty 1: 8ra|nstorm (13 mlnuLes)
SLudenLs wlll respond Lo Lhe quesLlon whaL ls energy" Lhrough class dlscusslon and bralnsLorm
o wby Jo we oeeJ eoetqy?
o wbot woolJ boppeo lf tbete wos oo socb tbloq os eoetqy?
uemonsLraLlon of energy uslng domlnoes

Act|v|ty 2: Sca||ng Act|v|ty (10 mlnuLes)
SLudenLs wlll respond Lo sLaLemenLs by sLandlng ln dlfferenL areas of Lhe room: one area (example far rlghL) for sLrongly agree", one area (example far
lefL) for sLrongly dlsagree" and a neuLral area ln Lhe mlddle:
o eoetqy ls lmpottoot lo oot Jolly llves
o lt Joesot mottet wbete we qet eoetqy ftom
o evety eoetqy sootce ls jost os qooJ fot tbe eovltoomeot os evety otbet eoetqy sootce
o l ose mote eoetqy tboo l oeeJ to
o lts mote expeoslve to ose eoetqy wblcb ls sofe fot tbe eovltoomeot
o now well Jo we ooJetstooJ wbot sostolooblllty ls?
o now lmpottoot ls eovltoomeotol sostolooblllty?
o now well Jo yoo ooJetstooJ wbot teoewoble eoetqy ls?
o now lmpottoot ls teoewoble eoetqy?
o wbete oot eoetqy sootces come ftom Joes oot teolly mottet to tbe eovltoomeot - sttooqly oqtee ! sttooqly Jlsoqtee
Act|v|ty 3: Lnergy osters (23 mlnuLes)
SLudenLs wlll dlscuss energy posLers:
o wbot ls tbls postet oboot?
o bow ls tbls eoetqy Jlffeteot to tbls eoetqy?
o wblcb of tbese Jo yoo tblok ls tbe most eovltoomeotolly ftleoJly? wby?
o wby Jo yoo tblok some types of eoetqy ote bettet fot tbe eovltoomeot tboo otbet types of eoetqy?

Wrap-up D|scuss|on (10 mlnuLes)
1alk abouL Lhe soclo-sclenLlflc lssue: why do you Lhlnk Lhls maLLers Lo your fuLure? uoes lL make any dlfference?


In this session I will be assisting with all
activities. I conducted my research on hydro
energy and created the hydro energy poster.
This will be my main area of focus.
We each asked a number of questions to probe
students understandings of what energy is.
Sometimes this was rephrasing the question,
probing further information, and asking questions
from the student responses.
I was also involved in the questioning process/
scaling activity
This again was a combined effort from all
group members

SLSSICN 2
Learn|ng outcomes:
Act|v|ty 1: Water
SLudenLs wlll creaLe a waLer wheel Lo demonsLraLe LhaL flowlng waLer creaLes energy
SLudenLs wlll observe and reflecL upon how waLer pressure can be used Lo creaLe renewable energy
SLudenLs wlll explore how Lhe waLer cycle supplles a renewable energy source as lL recycles waLer

Act|v|ty 2: W|nd
SLudenLs wlll learn abouL how naLural and process maLerlals have a range of physlcal properLles LhaL can lnfluence Lhelr use.
1hey wlll explore how wlnd can creaLe movemenL, whlch Lhen creaLes energy LhaL can be used as a renewable source.
1hls wlll be achleved by underLaklng an experlmenL and group dlscusslon
This was my activity. All research and
planning for this activity was conducted by
me. When presenting this to the class this
was the activity I ran, with assistance from
the other group members.
Spec|f|c Act|v|t|es Sess|on 2

N8: Act|v|ty 1 and Act|v|ty 2 are run s|mu|taneous|y (2 groups of students) - ha|fway through the c|ass, the groups swap (|f t|me perm|ts). Any extra t|me
w||| be spent as a who|e group ref|ect|on.

Act|v|ty 1: Water Whee|]nydro energy (23 mlnuLes)

Introduct|on (3 mlnuLes):
SeLLlng Lhe sLage
8efresh sLudenLs undersLandlng of Lhe WaLer Cycle whlch wlll engage Lhelr undersLandlng of lLs renewablllLy.
A. Show Lhe sLudenLs a glass of waLer and ask Lhe followlng quesLlons:
1. uo you Lhlnk Lhls waLer can produce energy? Pow could lL do Lhls? (Lead Lhe sLudenLs Lo reallse LhaL Lhe energy of movlng waLer could be
used.)
2. uoes uslng waLer "use lL up?" (Lead Lhe sLudenLs Lo recognlze LhaL we do noL consume waLer when we use lL, waLer ls conLlnuously recycled.)
8. use Lhe WaLer Cycle posLer Lo revlew Lhe waLer cycle wlLh Lhe sLudenLs.

8ody (13 mlnuLes) CreaLe WaLer Wheel
Invest|gate how the energy of fa|||ng water |s used.
1. WlLh Lhe use of Lhe posLer share wlLh Lhe sLudenLs Lhe followlng lnformaLlon. 1bls wlll be sboteJ lo tbe fltst sessloo ooJ teftesbeJ befote tbls octlvlty
1oJoy we ote qoloq to leoto oboot tbe eoetqy of follloq wotet. we wlll Jo tbls by mokloq ooJ osloq o wotet wbeel ot totbloe. 5ome powetploots
ose follloq wotet fot tbe eoetqy ftom wblcb tbey moke electtlclty. wotet belJ bebloJ o Jom ls teleoseJ tbtooqb lotqe plpes Jowo to o oozzle. 1be
wotet spoltts oot of tbe oozzle wltb qteot fotce, blttloq o wotet wbeel (totbloe) ooJ mokloq lt splo. 1bls splooloq totbloe Jtlves tbe qeoetotot
tbot mokes electtlclty. 1bls ls bow we qet electtlcol eoetqy ftom follloq wofet. lecttlclty ftom follloq wotet ls colleJ byJtoelecttlc powet.
2. Clve each sLudenL a copy of Lhe sLudenL sheeL "WA1L8 LnL8C?: WA1L8 WPLLL" lncluded (appendlx 1). Clve each sLudenL Lhe maLerlals llsLed on
Lhe sLudenL sheeL.
3. Pave each sLudenL demonsLraLe how Lhe waLer wheel works aL a slnk or by holdlng lL over a pan and havlng a helper pour waLer onLo lL.
lnsLrucL sLudenLs Lo LesL and observe lLs power generaLlng ablllLles wlLh varylng welghLed ob[ecLs. WrlLe Lhelr flndlngs ln Lhelr workbooks
(AssessmenL)

Conc|us|on (3 mlnuLes)
rompLlng quesLlon:
now Joes wotet cteote eoetqy?
Pave sLudenLs wrlLe down Lhelr flndlngs ln Lhelr workbooks. (AssessmenL)

This was my activity. All research and planning for this activity was conducted by me. When presenting this to the class this
was the activity I ran, with assistance from the other group members.
Act|v|ty 2: Sk| 8oat A|r Iet (23 mlnuLes)

Introduct|on: (3mlns)
1une ln: ulscusslon quesLlons
WhaL do you know abouL wlnd?
WhaL happens when lL ls wlndy ouLslde? WhaL does lL do?
Why do you Lhlnk we would be dlscusslng or underLaklng a wlnd experlmenL?

8ody: (17mlns)
LxperlmenL: Skl 8oaL Alr !eL

Mater|a|s: SLyrofoam meaL Lrays, balloons, rubber bands, washers, and a pool of waLer, sclssors, Lape, paper (l wlll provlde all Lhese maLerlals)
Lxplaln Lhe acLlvlLy: creaLlng a !eL boaL Lo move on Lhe waLer, we wlll use alr Lo creaLe Lhls movemenL, Lhrough Lhe balloons.
Chlldren are Lo work ln palrs or a group of Lhree (based on Llme)
1hey are Lhen Lo Lhlnk of a way Lo creaLe Lhese [eL boaLs wlLh Lhe maLerlals provlded and Lhen LesL ln Lhe waLer
o l wlll asslsL chlldren lf Lhey are a blL off Lrack, asslsL wlLh blowlng a balloon and Lhen leLLlng lL go Lo demonsLraLe wlnd and Lhe power lL
can generaLe for movemenL wlLh Lhese forces belng so sLrong LhaL we can use Lhls energy source.
o 1o make lL more fun: have sLudenLs Llme how qulck Lhe [eL boaLs were and have a wlnnlng group from each?

kef|ect|on: (3mlns)
WhaL has Lhe alr ln Lhe balloon creaLed and whaL has lL done?
WhaL oLher maLerlals could have done Lhls?
*kecotJ tbls lofotmotloo ot tbe eoJ of eocb testloq of boot ooJ keep llsteJ to see eocb tespoose oboot wloJ ooJ bow efflcleot lt coolJ be os oo eoetqy
sootce*

Who|e c|ass d|scuss|on & kef|ect|on:
SLudenLs wlll come LogeLher Lo dlscuss Lhelr flndlngs as a whole class

rob|ng quest|ons:
wbot JlJ we leoto toJoy?
wbot Joes byJtoeoetqy meoo?
wbot ls wloJ eoetqy/powet?
now Jo wloJ ooJ wotet qeoetote eoetqy?
Alongside Jessica, who is running Activity 2: Ski Boat Air Jet, and the other
group members, we will bring the students back together to discuss their
ndings and observations. Again, Jessica and I will be running this section
of the lesson with assistance from the other group members.

SLSSICN 3
Learn|ng outcomes:
SLudenLs demonsLraLe Lhelr undersLandlng of wlnd and hydro energy sources
SLudenLs undersLand whaL renewable energy ls and Lhe varylng Lypes of renewable energy
SLudenLs undersLand why renewable energy ls lmporLanL for our fuLure
SLudenLs reflecL on Lhelr learnlng over Lhe 3 sesslons and can ldenLlfy Lhelr own achlevemenLs




Spec|f|c Act|v|t|es Sess|on 3

SLudenLs wlll lnvesLlgaLe one source of energy (hydro/wlnd) and deslgn a sales plLch as Lo how Lhls energy could be lmplemenLed ln Lhe school
SLudenLs wlll presenL Lhelr flndlngs/argumenL Lo Lhe class
SLudenLs wlll parLlclpaLe ln scallng acLlvlLy as per sesslon one and dlscuss changes ln percepLlon

Introduct|on - "#$%&'
ShorL revlew of lasL 2 sesslons

rompL sLudenLs:
WhaL renewable energy source/s does your school already use?
WhaL purpose does lL serve? WhaL does lL do?
WhaL lf we could lmplemenL wlnd or waLer energy ln our school? Pow and where could you use lL?
WhaL abouL ln your home?

8ody ( )#$%&'
ln Lwo Leams you are now golng Lo deslgn one wlnd and one waLer energy source for your school or home and plLch Lhe ldea Lo Lhe opposlLe group. - J0mlos (
colo coo be fllppeJ lf oeeJeJ to JeclJe wblcb teom Joes wbot)

?ou musL lnclude:
Where lL wlll be locaLed
WhaL Lhe energy produced wlll be used for
Pow lL wlll beneflL school/home
Ceneral deslgn/appearance
Pow lL funcLlons
SLudenLs wlll Lhen plLch Lhelr deslgn Lo Lhe oLher Leam - 10mlos

Conc|us|on ( "#$%&'
8edo scale acLlvlLy from sesslon 1 - 5mlos

kef|ect|on
As a class summarles/dlscuss why and how Lhese/all renewable energy source are lmporLanL our fuLure - 5mlos

Attachments: (p|ease prov|de a|| the handouts and other |earn|ng]teach|ng resources to be used and spec|fy |f they are to be used |n sess|on 1, 2 and 3)
As with session 1, I will be assisting with all activities in Session 3.
keferences:

Abdl, A., & 8osLaml, M. (2012). 1he LffecL of MulLlple lnLelllgences-8ased lnsLrucLlon on SLudenLs'CreaLlve 1hlnklng AblllLy aL 3Lh Crade ln rlmary
School. 5oclol ooJ 8ebovlootol 5cleoces 47, 103-108.
Anson, C. & Sandow, . (2009) ueslgned for learnlng? 1eocbet. 200, 6-8.
AusCrld. (2013). keoewoble oetqy. 8eLrleved from AusCrld: hLLps://www.ausgrld.com.au/Common/...energy/8enewable-!"!#$%&'()*
Casalenuovo, k. (2011). PydroelecLrlc power. ln u. Mulvaney, & . 8obblns (Lds.), Cteeo eoetqy. Ao A-to-2 qolJe. (pp. 242-246). 1housand Caks, CA: SACL
ubllcaLlons, lnc. dol: hLLp://dx.dol.org/10.4133/9781412971830.n73
CasLano, C. (2007). Soclo-SclenLlflc ulscusslons as a Way Lo lmprove Lhe Comprehenslon of Sclence and Lhe undersLandlng of Lhe lnLerrelaLlon beLween
Specles and Lhe LnvlronmenL. keseotcb lo 5cleoce Jocotloo, 38: 363-387.
uelaware 8lver 8asln Commlsslon (1996). Pydrologlcal lnformaLlon. 8eLrelevd from hLLp://www.sLaLe.n[.us/drbc/hydrologlcal/
uevereaux, !. (2007). 5cleoce fot ptlmoty ooJ eotly yeots. ueveloploq sobject koowleJqe. (Second edlLlon). London: Sage.
LarLh uay Canada. (2013). keoewoble oetqy. 8eLrleved from Lco klds:
hLLp://www.ecoklds.ca/pub/eco_lnfo/Loplcs/renewable_energy/lndex.cfm#descrlpLlon
LlecLrlclLy lorum. (2014). lecttlcol oetqy [webpage] 8eLrleved from: hLLp://www.elecLrlclLyforum.com/ on 26/03/2014.
Clllesple, P. & Clllesple, 8. (2007) 5cleoce fot ltlmoty scbool teocbets. 8erkshlre: Cpen unlverslLy ress.
Creen MounLaln Lnergy. (2014). ovlto klJs.keooewoble oetqy 101. 8eLrleved from Creen MounLaln Lnergy:
hLLp://www.greenmounLaln.com/resources/envlro-klds/renewable-energy-101
kemmls, S., & MuLLon, 8.(2012) LducaLlon for susLalnablllLy (LfS): pracLlce and pracLlce archlLecLures. ovltoomeotol Jocotloo keseotcb, 18:2, 187-207,
uCl: 10.1080/13304622.2011.396929
kennelly, !., & 1aylor, n. (2007). LducaLlon for susLalnablllLy for Lhe k-6 currlculum: A unlL of work for pre-servlce prlmary Leachers ln nSW. AusLrallan
!ournal of LnvlronmenLal LducaLlon, 23, 3-12
8lck Medrlck (2013) edagogy for susLalnable educaLlon: a leader ln educaLlon susLalnablllLy, cenLer for ecollclLy. 8eLrleved from:
hLLp://www.[sedlmenslons.org/wordpress/conLenL/a-pedagogy-for-susLalnablllLy-educaLlon_2013_06
Mugford, S., & Cordon SmlLh, A. (2002). 1001 Ooestloos ooJ Aoswets. AusLralla: 8ookmarL LlmlLed.
noble Sheen Poldlngs (2013). nyJto eoetqy. Mlolmlzes oeqotlve lmpoct oo tbe eovltoomeot! 8eLrleved from
hLLp://www.noblesheenholdlngs.com/hydro-energy/
8lchardson, v. (2003). ConsLrucLlvlsL edagogy. 1eocbets colleqe kecotJ ,103(9).
Skamp, k. (Ld.) (2004). 1eocbloq ptlmoty scleoce coosttoctlvely. SouLhbank, vlcLorla: nelson AusLralla Ly LLd.
SmlLh, k., Loughran, !., 8erry, A., & ulmlLrakopoulos, C. (2012). ueveloplng SclenLlflc LlLeracy ln a rlmary School. lotetootloool Iootool of 5cleoce
Jocotloo, 34:1.
SLephen, C., Lllls, !., & MarLlew, !. (2010). 1aklng AcLlve Learnlng lnLo Lhe rlmary School: a MaLLer of new racLlces? lotetootloool Iootool of otly eots
Jocotloo, 18(4).
1aylor, n., kennelly, !., !enklns, k. and Calllngham, 8. (2006) 1he lmpacL of an educaLlon for susLalnablllLy unlL on Lhe knowledge and aLLlLudes of pre-
servlce prlmary Leachers aL an AusLrallan unlverslLy, Ceoqtopblcol Jocotloo, 19, pp46-39.
hLLp://search.lnformlL.com.au/full1exL,dn=138183,res=ALl1
1ennessee valley AuLhorlLy (n.d). keoewoble eoetqy sootces [pdf]. 8eLrleved from hLLp://www.Lvaklds.com/Leachers/sourcebooks.hLm
u.S Ceologlcal Survey (2014). nyJtoelecttlc powet. now lt wotks. 8eLrleved from hLLp://waLer.usgs.gov/edu/hyhowworks.hLml
Wllllams, A. (2011). lossll fuels. ln u. Mulvaney, & . 8obblns (Lds.), Cteeo eoetqy. Ao A-to-2 qolJe. (pp. 178-183). 1housand Caks, CA: SACL ubllcaLlons,
lnc. dol: hLLp://dx.dol.org/10.4133/9781412971830.n36





Append|x 1:
LnL8C? l8CM WA1L8
WaLer Wheel
MaLerlals: mllk carLon, sclssors, compass, ruler, long nall, plece of sLrlng, buLLon, waLer Lray/buckeL/slnk
1. Cn Lhe provlded plasLlc clrcles, use a ruler Lo draw Lwo doLLed llnes LhaL dlvlde Lhe clrcle lnLo fourLhs. (8e sure Lhe llnes go Lhrough Lhe cenLer of Lhe
clrcle.) CuL along Lhe doLLed llnes, buL noL Lhrough Lhe cenLer. (See Lhe lcLure 1.)
2. lold down Lhe edge of each fourLh. (See Lhe lcLure 2.)
3. Make a plerclng Lhrough Lhe cenLer of Lhe clrcle and lnserL a skewer
4. Make your waLer wheel do some work. ALLach an ob[ecL Lo one end of a plece of sLrlng. 1le Lhe oLher end Lo Lhe skewer.
3. now, hold Lhe waLer wheel under runnlng waLer. 1he waLer wlll Lurn Lhe wheel. 1he sLrlng wlll wlnd around Lhe skewer and llfL Lhe ob[ecL. (See Lhe
lcLure 3.) WhaL wlll happen wlLh someLhlng heavler? WhaL abouL lf Lhere were less/more waLer?

|cture 1 |cture 2 |cture 3