EDST201/261 Assessment Task 2

Unit Summary
Group members: Ainslee, Bridgette, Cathryn and Jemima Holmes
Unit Topic:

Electrical Energy

Level: 6
Standards addressed and a brief sentence describing how they are targeted.
By the end of Level 6, students explain how scientific knowledge is used in decision making and develops from many peoples contributions.
They compare different ways in which energy can be transformed from one form to another to generate electricity and evaluate their suitability for
particular purposes.
They construct electric circuits and distinguish between open and closed circuits.
Science Understanding:
Physical Sciences
Energy from a variety of sources can be used to generate electricity; electric circuits enable this energy to be transferred to another place and
then to be transformed into another form of energy
Science as Human Endeavour:
Use and influence of science
Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples lives
Science Inquiry:
Questioning and predicting: Students were asked to make predictions about circuits and electrical energy including solar and wind power.
Planning and conducting: Students were asked to plan investigations around electrical circuits, along with a student designed final product before
conducting each throughout the unit.
Recording and processing: Students have been required to record data in activity books and in their student designed investigations.
Analysing and evaluating: Students have analysed different ways in which electrical energy can be generated. They have also evaluated the
effectiveness and purpose of their design projects.
Communicating: Students have presented their designs in a written and oral display. Students were also allocated peers to assess.
Integrated Areas of the Curriculum:
English: Students are expected to record their own progress throughout the mini unit and also track their learning in their activity books.

 Art: By constructing student designed investigation students are using a range of materials to create a planned piece.
Drama: Through presenting their design investigations to their peers, students need to think about effective and appropriate means to display
investigations.
Student-centred uses of ICT:
Compiling their own research
Use of chromebooks; researching and planning design investigations.
Projects (that includes some form of ICT eg. video cameras, research for projects)
Unit Description:
During this unit students explored different ways in which electrical energy can be created and transformed through conductors. Students
developed a basic understanding of circuits, for example, testing batteries and various foods (potatoes, citrus) to power a circuit. Sources of
energy including solar and wind energy were explored through this unit. Students were asked to work collaboratively with their peers to complete
a student-designed investigation on a source of energy being explored and present findings to their peers. Students were asked to evaluate their
own learning individually and within the group throughout this unit of work.

Lesson
Number and
5E Focus
Lesson 1:
Engage
Explore

Timing
(Guide)
10m
10m
25m

15m

10m

Unit Scope and Sequence

Content & Strategies
Key Questions
Educators set expectations
Students create a mind map - what do
you know about electrical energy?
Introduce electrical energy through the
learning experience of creating a circuit
to light a globe.
Discussion (small groups, then class)
about what makes a complete circuit,
short circuit and incomplete circuit with
inferences to students findings
(students are asked to record in activity
books).
Whole group discussions about what
other sources of energy could replace
the battery
Early finishers: Research different
sources of energy or word
search/crosswords at the back of the
book.

Lesson 2:

10m

Explore
Explain

10m

20m

10m

25m

Revisit last lesson (circuits, what makes

them work? What does not?)
Class discuss how food could replace
battery (students record findings in
their activity books and compare with
other groups).
EXTENSION: students who have finished
early research why particular foods
provide more electrical energy than
others.
Brief discussion about class findings
Students are again asked about if they
can think of any other sources of
energy (prompting for solar / wind
energy)
In star groups students watch mini clips
about wind and solar energy (students
are expected to fill in activity books at
each station)
Class discussion about findings

What do you know about

energy? (Activity Book)
How does the circuit
work? Why? Why not?
(Students are asked to
record their explanation
in their activity book)

Resources
Activity books
Batteries
Wires
Light globes

Assessment
Educators observe
explanations, diagrams,
participations, and work
that is produced during
the lesson in the activity
book
Self-assessment; students
asked how they feel they
worked during the lesson
(individually and during
group tasks).

Where do people /animals

get energy from?(may
discuss lesson 2)
What else do you think
may produce energy?

How would the circuit look

if we changed the source
of energy?
What could we do to
make a stronger electric
current? What could we
add? Are there any
changes that could be
made to form an
electrical current?
EXTENSION:
Why do certain foods
produce electricity? Why
not?

Activity books
Batteries
Wires
Light globes
Copper pennies
Washers
Different vegetables and
fruit
Chromebooks
Inanimate objects
(discussed in previous
lessons)

Self-assessment; students
asked how they feel they
worked during the lesson
(individually and during
group tasks).

Lesson 3:

10m

Explore
Explain
Elaborate

10m

50m

Revisit previous lesson, brainstorming

the information learnt about wind and
solar energy (from clips).
Break up into star groups.
Introduce student designed
investigations; solar ovens and wind
cars (Go over template)
Teachers provide a list of materials that
are available to students to make
designs.
Students collaboratively (in star groups)
design their cars/ovens using a design
template in their activity books.

What is solar energy?

What is wind energy?

Books relating to solar

and wind energy.
Chromebooks
Activity books

How does solar and wind

generate electrical
energy? Why is this
important for our future?
(Questions included in
design brief)
What materials do you
need to make a solar
oven/ wind car?

Students design template

Observations on how
students work together.
Self-assessment; students
asked how they feel they
worked during the lesson
(individually and during
group tasks).

How will you work cooperatively to make your

design?
What are the important
features of your design?
How is the energy
conducted in your design?
How will you record/
present this data to your
peers?
Lesson 4:

40m

Elaborate
15m

Students break up into their small

groups to complete design plans and
begin construct their solar ovens/ wind
cars
Test designs, record data and alter
designs if possible to make them better.
Students fill out a design rubric to
assess the final product

5m
20m

As a group discuss and plan how to

present designs to their peers (what
needs to be included).
Students are given time to plan their
presentation and create their posters
with key ideas and information.

How will you present your

designs to peers; do you
need a poster? What will
everyone present?

Poster paper
Chromebooks
Activity books
Suggestion of materials
Ainslee & Bridgette:
Cardboard
Foam
Pen/pencil/textas
Tape
Straws
Sticks
Glue
Skewers
Bottle caps
Construction paper

Final design product along

with the data recorded
Self-assessment; students
asked how they feel they
worked during the lesson
(individually and during
group tasks).

Lesson 5:

1 hour

Evaluate

10m
10m

Set up & present designs to peers (may

be the other class)
Fill out their activity books and hand in
Complete a rubric (how did I go? How
did the group go? What worked well?
What could be improved?)

How will you work cooperatively to present

your design?
How will you listen to
other students
presentations
Refer to expectation page

Cathryn & Jemima:

Aluminium foil
Cardboard (boxes)
Cling wrap
Tape (masking, duct)
Thermometre
Newspaper
Coloured paper
Scissors
Straws
Sticks
Activity books
Student Designed solar
ovens/ wind cars
Area to present designs to
peers (both classes
combined).
Chromebooks/smartboard

Self-assessment; students
asked how they feel they
worked during the lesson
(individually and during
group tasks).