STEM FORWARD PLANNING DOCUMENT – Lesson two

TERM / WEEKS: term 3/ UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

week 2 DEVELOPMENT GOAL: goal 7
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding

assess and test options

to identify the most
effective solution and to
put ideas into action

identify and justify the

thinking behind choices
they have made

assess whether there is

adequate reasoning and
evidence to justify a
claim, conclusion or
outcome
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Understandings Production
Skills Skills

(ACTDEK019) (WATPPS34)
(ACTDEK020) (WATPPS38) Introduction: iPad – one per
student
(ACTDEK023) The students will complete a Kahoot individually answering question
OTHER SCSA LINKS eg Maths, Science
based off lesson one content. The questions will include:
Electrical energy can be transferred and transformed 1. Wind energy is a type of non-renewable energy (true/false)
in electrical circuits and can be generated from a 2. What is renewable energy?
range of sources (ACSSU097)
 OBJECTIVES 3. Which of the following are types of renewable energy?
- Students will research different aspects of wind 4. How does a wind turbine generate electricity?
turbine blades
- Students will list one important feature of wind
5. What is wind energy?
turbine blades 6. Which of the following is a non-renewable energy source?
7. Why is non-renewable energy sources harmful for the environment?

Body:
- In their project groups students will complete six station rotations. Each
ASSESSMENT
The first lesson objective will be assessed as
students answer the station questions in their
workbooks. The teacher will use the
checklist below to assess students’ research.
The second lesson objective will be assessed
in the conclusion activity. Students will write
down one important feature of blades in this
activity.
station requires students to discuss and write down an answer to a key
question. The stations include:
1. Features of wind turbines and blades
Watch https://www.youtube.com/watch?v=DILJJwsFl3w ‘What
Video link
are the important features of wind turbines and their blades?’ List
as many as possible.
2. Number of Blades
Read
http://encyclopedia.kids.net.au/page/wi/Wind_turbine and
Website link
answer the question ‘how many blades should a wind turbine
have? Is there only one answer?’
Extension video
https://www.youtube.com/watch?v=RNPIRfxUTQ4
3. Tinkering space one Video link
Students will explore the number of blades at this station. Students Materials –
will test one blade, two blades, three blades and four blades in wind turbines
testing the effectiveness of the wind turbine. Students will answer with different
the question ‘What number of blades will be most effective?’ amounts of
4. Shape of Blades blades
Hair dryer
Look at the images of wind turbines. Look at the shape of the
blades. ‘Why are the blades curved? Why won’t flat blades turn?’ Images of
5. Wind Turbines blades
Explore the Alliant Energy Kids Website. Answer the question ‘Why
are wind turbine’s important?’
https://www.alliantenergykids.com/RenewableEnergy/WindEnergy Website link
6. Tinkering station two
Students will explore the weight, shape and size of blades at this
station. Different materials will be available to test these factors to
 determine what will be the most effective. Students will answer the Materials –
question ‘when making wind turbine blades, why should we wind turbines
with blades of
consider the weight, shape and size of the blades? Why is this different sizes,
important?’ weight and
shapes
Conclusion Hair dryer
Students will be given a small piece of paper and they will write one thing
they have learnt today about wind turbine blades. This could be
something new they learnt, something that surprised them or something
they found interesting. Once finished students will scrunch up their piece Small cut
of paper so that their response cannot be read. Students will then create pieces of
a circle with their backs to the centre of the circle. Students will then throw paper
their scrunched-up piece of paper over their shoulder into the middle of
the group. Once this is completed the students will turn around and pick
up a piece and read it. If anyone receives their own, they are to swap
with someone else. The teacher will then ask students if anyone wants to
read there piece out to the class. The teacher will wait until at least five
students have read.

LEARNER DIVERSITY
- The stations have been a mix of videos, websites and activities to
cater for all different learning styles. The videos cater for visual
learners, the websites for students who learn by reading and the
activities cater for kinaesthetic students who learn by doing. Group
discussions have also been implemented for students who learn
through talking and teaching others.
- There is also an extension video in station six of groups that need
extending