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Unit Scope and Sequence: Lesson Numbe R and 5E Focus Time Content & Strategies Key Questions Resources Assessment

This 5-lesson unit focuses on introducing students to different forms of energy through hands-on activities and design challenges. In Lesson 1, students explore electrical circuits and discuss energy sources. Lesson 2 has students experimenting with food batteries and learning about solar and wind energy. In Lesson 3, students watch videos on solar and wind energy. Lessons 4 and 5 involve designing and testing solar ovens and wind-powered cars, then presenting their designs to peers for evaluation. The unit aims to develop students' understanding of energy through exploration, explanation, elaboration, and evaluation of their designs.

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47 views3 pages

Unit Scope and Sequence: Lesson Numbe R and 5E Focus Time Content & Strategies Key Questions Resources Assessment

This 5-lesson unit focuses on introducing students to different forms of energy through hands-on activities and design challenges. In Lesson 1, students explore electrical circuits and discuss energy sources. Lesson 2 has students experimenting with food batteries and learning about solar and wind energy. In Lesson 3, students watch videos on solar and wind energy. Lessons 4 and 5 involve designing and testing solar ovens and wind-powered cars, then presenting their designs to peers for evaluation. The unit aims to develop students' understanding of energy through exploration, explanation, elaboration, and evaluation of their designs.

Uploaded by

api-319864356
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Unit Scope and Sequence

Lesson
Numbe
r and
5E
Focus
Lesson
1:
Engage
Explore

Time
10m
20m

Content & Strategies

35m

15m

10m

Lesson
2:

10m

Explore
Explain

25m

15m

20m

20m

Lesson
3:
Explore
Explain

15m

10m

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
Revisit last lesson
(circuits, what makes
them work? What does
not?)
Class explore how food
could replace battery
(students record
findings in their activity
books and compare with
other groups).
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)
Students watch mini
clips about wind and
solar energy (students
are expected to fill in
activity books at each
station)
Class discussion about
findings
Revisit previous lesson,
brainstorming the
information learnt about
wind and solar energy
(from clips).

Key Questions
What do you
know about
electrical energy?
Where do we see
electrical energy;
at home, in the
classroom?
How do we
produce energy?
What makes a
circuit
complete/incompl
ete/short?
Why do different
elements produce
energy?
How viable are
different
producers of
energy for our
future?
Where do we see
different
producers of
energy?
How would the
circuit look if we
changed the
source of energy?
How will your
circuit design
using fruit be
similar to/
different from a
circuit that uses a
battery?
What else does
food produce
energy for?
EXTENSION:
Why do certain
foods produce
electricity? Why
not?

What is solar
energy? What is
wind energy?
What are the
advantages and

Resources

Assessment

Activity
books
Batteries
Wires
Light
globes

Educators
observe
explanations,
diagrams,
participation,
and work that
is produced
during the
lesson.
Observing
interactions
within the
classroom.

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

Educators
observe
explanations,
diagrams,
participation,
and work that
is produced
during the
lesson.

Books
relating to
solar and
wind
energy.

Selfassessment;

Observing
interactions
within the
classroom.

Students
design

Elaborat
e

20m
35m

10m

Lesson
4:
Elaborat
e

15m

55m

20m

Lesson
5:

15m
60m

Evaluate

15m

Break up into groups of


2-4.
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 work in groups
to design their
cars/ovens using a
design template.
Students start
constructing their design
Share ideas/ Pack up
time
Revisit and complete
design plans
Students are
encouraged to further
research ideas and
design features
Students continue to
construct solar ovens/
wind cars
Test designs, record data
and alter designs if
possible to make them
better.
Discussion about what a
good presentation looks
like (this will be used to
create rubric)

Finalise construction
Set up & present designs
to peers (may be the
other class)

disadvantages of
each?
How does solar
and wind
generate
electrical energy?
Why is this
important for our
future?
How can you
effectively use
resources to
power an
oven/car using
natural energy?
What are the key
elements that
your design
needs?
What are the
important
features of your
design?
What will you
need to make
your design work?
What are you
hoping to achieve
by using that
resource?
What makes a
good
presentation?

How will you work


co-operatively to
present your
design?

Chromeboo
ks
Activity
books

template

Poster
paper
Chromeboo
ks
Activity
books

Final design
product along
with the data
recorded

Suggestion
of
materials
Ainslee &
Bridgette:
Cardboard
Foam
Pen/pencil/t
extas
Tape
Straws
Sticks
Glue
Skewers
Bottle caps
Constructio
n paper
Cathryn &
Jemima:
Aluminium
foil
Cardboard
(boxes)
Cling wrap
Tape
(masking,
duct)
Thermomet
er
Newspaper
Coloured
paper
Scissors
Straws
Sticks
Activity
books
Student
Designed

Observations
on how
students work
together.

Selfassessment

Unit
Assessment
Students

Complete peer-assessed
rubric (to be completed
during presentation)
Complete unit
assessment
Complete self-assed
rubric

Which design was


most effective?

solar
ovens/
wind cars
Area to
present
designs to
peers (both
classes
combined).
Chromeboo
ks/smartbo
ard

Self-Assessed
Rubric
Peer
Assessed
Rubric (based
on
presentation)

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