ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

sequence

Rhys Tegg 127605

The lesson sequence outlined in appendix 1 has been designed to offer specific learning
opportunities for the student and opportunities for assessment for the teacher. The topic of
introducing renewable energy sources and the line of questioning have been carefully chosen
to achieve set criteria that are outlined by the Victorian Curriculum and Assessment Authority
(VCAA, 2009) Science document, whilst being fun and investigative in nature. The lesson
sequence is age appropriate with the child that was tested and the grade specified in the plan.
This report will not only include a discussion of what the child learned as a result of
assessment evidence, but also consist of a reflection of what the teacher has identified as
changes which could be made in future. Class management issues including safety
requirements which were addressed are also included in this report.
The student, who completed this lesson sequence, was under the guidance of scaffolded
instruction throughout the three lessons to help maximise his learning opportunities
(Peterson, 2010). He often responds well to scaffolded instruction according to his teacher,
who notes that he struggles to work well when simply told to complete a piece of work. He is
currently in grade three and is a below average student for his age, demonstrating poor
reading and writing skills according to his teacher. He and his teacher both agree that he is
quite adept when it comes to technological and scientific understanding, as he finds hands-on
areas of learning much more interesting to him than a standard classroom setting. As a grade
three student, his level of experience up until now in school science has given him a basic
knowledge of fair testing and data analysis, as well as the ability to take measurements and
use these observations to find a solution to a line of inquiry (VCAA, 2009). This prior
knowledge will assist him throughout this lesson sequence, as all of these traits will be drawn
upon to find a solution to the questions which are raised during the inquiry based lesson. This
students prior knowledge in the area of renewable energy was reasonable, already knowing
that power came from the sun and the wind (There is a wind farm less than twenty kilometres
from his primary school.), but did not know that power also came from water. There was a
distinct lack of understanding of the damage fossil fuels can cause, and was unaware that
electricity came from burning coal. Overall, this child has the background knowledge to be
able to use scientific inquiry in a constructivist approach (Skamp, 2008) to arrive at
successful learning outcomes.

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ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

sequence

Rhys Tegg 127605

Note: The following images of the child undertaking the scientific investigation have been
taken with the permission of the childs parents.

This lesson sequence consists of three different lessons, all designed to introduce and
reinforce information relating to renewable energy sources. This lesson sequence was created
to implement the Primary Connections 5Es teaching and learning model, which was created
by the Australian Academy of Science (AAS, 2010) as a teaching resource to provide
improved learning standards in science education. Each of these lessons adheres to the five
phase principles outlined by the AAS (2010). The first lesson is an introduction to the
different forms of renewable energy, with a brief description of each type, followed by asking
the students to try and identify the three main natural elements which are used to create
power. These three natural resources (solar, water and air) can be discussed through
scaffolded instruction to help extend their learning. This could be done with questions
relating to how the power of each of these elements can offer power and energy to objects
and living things in the real world. Goodrum (2007) notes the importance of relating lesson
content to real life examples in order for scientific literacy to develop. The next step is to ask
about the most common method of creating power, ascertaining student knowledge about
fossil fuels and the consequences of burning coal on the environment. This discussion will
help to assess the prior knowledge of the class and how much they understand energy
consumption within their community.

Fig 1.1: A balloon being inflated.

Fig 1.2: A balloon rocket before takeoff

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ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

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Rhys Tegg 127605

The second lesson will revise what was taught in the first lesson, followed by an inquiry into
air power. Open ended questions about the wind can be used to introduce the topic, which can
help to ascertain the preconceptions of what they know about wind and wind power (Harrison
& Allport, 1987). The class must predict how far different sized inflated balloons will travel
along a length of fishing wire after the air is released from the back (see Figs 1.1 and 1.2
above). This investigation is adapted from a science project written by the National
Renewable Energy Laboratory (1991). This lesson investigation is designed to answer the
question Which inflated balloon will travel the furthest along a length of fishing wire when
the air is let out? The predictions are compared to the results of the observations (see
appendix 2.2) and summarised through discussion and can also be assessed from the
responses on the worksheet (see appendix 2.1).

Fig 1.3: Measuring the distance travelled by the balloon.

Fig 2.1: Testing the spinning cylinder.

Fig 2.2: Testing the non-spinning cylinder.

The third lesson is designed to show how a cylinder uses the power of running water to
rotate, generating kinetic energy and creating electricity via a generator. This investigation

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ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

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Rhys Tegg 127605

asks the class to assess the two different cylinders and determine which one will work and
why. This lesson was commenced with a discussion about the different places where water
can be found and if these bodies of water would be useful in creating electricity (for example,
would a small stream be as efficient as a large river?). At the conclusion to the investigation,
a quick introduction to the Hoover Dam was provided, discussing the power that is generated
due to the strong current of water which flows there. This helped to reinforce the fact that
hydro power requires a strong current to be efficient if generating electricity (in the same way
as wind turbines need high, consistent winds to work effectively.).
The childs work was assessed in several ways throughout the lesson sequence, providing a
thorough evaluation of his understanding of the specific learning outcomes outlined in the
lesson sequence plan. The VCAA science curriculum document (2009) was referred to
closely when generating the lesson sequence to assure that assessment opportunities are
provided in each lesson. There was evidence at the conclusion of each lesson that the student
involved in this lesson sequence had a greater depth of understanding in natural power
sources both in context and in real life examples - than before each lesson began. The
discussion driven first lesson has no worksheet to assess student understanding, requiring the
teacher to observe student responses for evaluation. The child demonstrated an initial lack of
knowledge regarding the term fossil fuels and the origins of electricity, thinking that a
factory made it without knowing that coal was burned for the process to work. He did know
that wind and the sun could be used to make electricity, but did not know that water could be
used as well. He was interested in the discussion and by the end of the class had correctly
identified that wind (oxygen) is a gas and that that water is a liquid (and coca-cola too),
which is one of the required learning outcomes for Science at a level 3 standard (VCAA,
2009). He also noted that water and wind can make an object move, stating that a flower in
the wind moves as well as a surfboard in a wave. This is another learning outcome
successfully achieved. In the second lesson the student had retained his knowledge from the
previous lesson, which was assessed by a process of revision. Prior understanding was then
tested by asking him to predict distances travelled by a variety of balloons and then record the
actual distance travelled (see appendix 2.2). The boy was quite correct in his predictions of
the bigger balloons travelling further, but was incorrect in figuring that the long skinny
balloon would have the most air. Overall, his understanding that larger volumes of energy
provided more power for the balloon was correct, which is assessable on the worksheets
provided (see appendix 2.1 and 2.2). Although it should be noted that on appendix 2.1, the
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ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

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Rhys Tegg 127605

child first predicted in the classroom that the medium sized balloon would travel the furthest.
This was then changed when he saw all of the balloons laid out on the table, showing that a
visual comparison was required to understand the concept of variables in regards to storable
air quantities. The student helped to create a set of safety precautions for lessons two and
three, emphasising the need for other students to stand clear from the fishing wire and putting
the experiment as far away from people as possible. He also moved a table and chairs to
block one part of the experiment that he identified as an area where people could walk into
the wire and trip. The boy also found a tap outdoors which has rubber grip flooring to lessen
the likelihood of a slip if the ground became wet. In the third lesson the child correctly
identified the cylinder which would rotate better but could not explain why it would do so.
During the lesson sequence I learned a great deal about teaching science and found several
areas where these lessons would have worked better, but also things that worked well which
were proven by the childs positive response to the tasks. More open ended questions at the
beginning of each lesson regarding wind and water would have given a better introduction to
the topic. There were several narrow questions, some of which were slightly more advanced
and would have benefited from a better introduction to the topic. The investigations in
lessons two and three provided for some very good reflection discussions at the end and
would have been further improved if it was a whole class discussion and not with an
individual.
The child responded well to the tasks, taking a noticeable interest in discussions and also
providing some great input during the investigations and safety management layout. He made
a sign which was hung on the door to warn passersby that an experiment was happening in
the room, which was a great idea which I had not even thought of. In future I would most
probably set a proper perimeter around the balloon rocket inquiry, as I began to get nervous
when children would come to watch the event unfold and would persist in getting worryingly
close to the wire. Even in a quiet corner of a room, the experiment still generates much
enthusiasm from students, which is great but their movements need to be managed better
when they approach.
Teaching science is a fun and practical way for students to learn how to find a solution
through inquiry and discussion. I enjoyed watching the student make predictions and try to
arrive at a solution to questions. The best part about teaching science is when the learner
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ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

sequence

Rhys Tegg 127605

knows something at the conclusion to the lesson that they did not know previously. I also
learned more about teaching science at the end of the lesson sequence than I had known
previously. Teaching science can be easily linked to other areas of the curriculum and can
provide children with skills that they will use during their lives which are not taught in any
other subjects.
Overall this lesson sequence was effective in achieving the required learning outcomes for a
grade 3 audience, but could have been improved with better questions on the worksheet
which related more to the assessment criteria. The two scientific inquiries were thought
provoking, enjoyable and appropriate within the context of renewable energy. The use of
reflection to assess the success of the lesson sequence was a valuable tool in understanding
which aspects of the plan worked and which needs revision. Teaching primary science is a
fun, hands on experience for children which provides them with thought processes which will
assist them throughout their lives.

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AT2: Develop and trial an inquiry based lesson

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Reference list:
Australian Academy of Science (AAS). (2010). Primary Connections 5Es Teaching and
learning model. Retrieved online May 6, 2011 from
http://www.science.org.au/primaryconnections/teaching-and-learning/
Goodrum, D. (2007). Teaching strategies for classroom learning. In V. M. Dawson & G. J.
Venille (Eds.), The art of teaching primary science (pp. 109-126). Crows Nest,
NSW: Allen & Unwin.
Harrison, L., & Allport, J. (1987). Language strategies for interactive science.
Investigating A.P.S.J., 3(3), 2-5. Retrieved March 18, 2010 from University of
Tasmania website: http://www.library.utas.edu.au/
National Renewable Energy Laboratory. (1991). Air powered transport. American Solar
Energy Society: Boulder, CO.
Peterson, C. C. (2010). Looking forward through the lifespan: Developmental
psychology (5th ed.). Frenchs Forest, NSW: Pearson Education Australia
Skamp, K. (2008). Teaching primary science constructively. (3rd ed.). South Melbourne,
Vic: Thomson Learning Australia.
Victorian Curriculum and Assessment Authority (VCAA). (2009). Victorian Essential
Learning Standards Science (Level 3) curriculum document.

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