STEM FORWARD PLANNING DOCUMENT - lesson six

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

week 6 DEVELOPMENT GOAL: goal 7
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding

evaluate the
effectiveness of ideas,
products, performances,
methods and courses of
action against given
criteria

scrutinise ideas
or concepts, test
conclusions and modify
actions when designing a
course of action

identify and justify the

thinking behind choices
they have made

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) (WATPPS36)
(ACTDEK023) (WATPPS37)
(WATPPS38)
 OTHER SCSA LINKS eg Maths, Science
Electrical energy can be transferred and transformed
in electrical circuits and can be generated from a
range of sources (ACSSU097)
OBJECTIVES
- Students will test their wind turbines
- Students will evaluate the effectiveness of the
turbine against a marking key
- Students will make changes to create a more
effective turbine
ASSESSMENT
All three lesson objectives will be assessed in the
body of the lesson and will be assessed using the
checklist below. The teacher will write anecdotal
notes on what changes students made and their
thinking behind it.
Introduction
To start the lesson the teacher will demonstrate how to test
the wind turbine’s effectiveness. This will include:
- How to tie the bead and string onto the turbine ‘What speed is the hair
dryer to be on?’
- How to tape the turbine to the desk ‘How do you prepare
- What speed the hair dryer is on the wind turbine to
- How far away to have the hair dryer test?’
The class will then have a discussion on what they need to do
to prepare before they start testing.
Body
- Students will prepare to test their turbine
- Students will have 30 minutes to begin testing their wind
turbines
Tape
o One student will tape the turbine to the desk, String
another will hold the hair dryer, a third student will Hairdryer
use a stopwatch to time how long it takes for the Beads.
iPads
bead to rise and a fourth student will record the
Timers
attempt on an iPad
o Students will be reminded to continue to check the ‘Why are you changing that?
marking key when making changes to their turbine How will it make you turbine
- After testing their wind turbine, students will evaluate the more effective?’
effectiveness and make changes ‘What are you going to do to
improve you wind turbine?’
- Students can continue to make changes test for the 30
minutes

Conclusion
The teacher will create new groups so that the project groups
‘Why did you decide to
are split up (can be the same groups as lesson three). Each make that change?’
student will have the chance to describe one change their ‘What were you thinking
made to their wind turbine, why they needed to change it when you made that
and how it will make the turbine more efficient. After every change?’
‘Did your whole group
student has had a chance to speak, the teach will call on
decide that the change
one student from each group to explain one change that was the right thing to
they were just told. do?’
 ‘How did you make that
LEARNER DIVERSITY decision as a group?’

- Again here, mixed ability groups in the conclusion activity

allows lower level groups to lean from extension groups.
This will allow students to hear ideas about making
changes that they can take back to their own group.