Renewable Energy Unit Plan Year 8 2
Renewable Energy Unit Plan Year 8 2
Renewable Energy Unit Plan Year 8 2
Transdisciplinary Unit
Essential Question: How can we effectively decrease our reliance on non-renewable energy resources?
Year 8
This unit will be taught towards the end of term 3 after students have studied a unit on energy and electricity. This is a 3
week transdisiplinary unit whereby Mathematics and Science lessons of a year 8 classroom will be merged. Across the
four weeks, there are a total of 3 (10 x 50 minute) lessons per weeks
Science: Scientifically:
Electric grid is a system that distributes electricity from power plants to Identifying the pros and cons of 1 specific energy resource
The amount and type of energy sources used to supply energy demands of a Demonstrating beliefs and attitudes about energy consumption and
particular region differs
conservation
Non-renewable resources are limited resources which cannot be replaced in Identifying and recording appliances at home that require electricity
quickly
Comparing different energy resources and its efficiency
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Mathematics: Mathematically:
An outlier is a value that lies outside most of the other values in a set of data
Mean, median and mode can be interpreted to analyse and investigate a set
of data
Create a wonderment and curiosity of the sources of energy - renewable and Collecting data of pupils responses
non-renewable
Linking learning to real life context encourages students to value scientific Designing a 3D model of their selected renewable energy
knowledge
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Curriculum Links:
Science:
Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change
within systems (ACSSU155)
Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134)
Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical
considerations (ACSHE135)
Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146)
Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS234 )
Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as
appropriate (ACSIS148)
Mathematics:
OI.2: Aboriginal and Torres Strait Islander communities maintain a special OI.5: World views are formed by experiences at personal, local, national and
connection to and responsibility for Country/Place.
global levels, and are linked to individual and community actions for
OI.5: Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely sustainability.
expressed through ways of being, knowing, thinking and doing.
OI.6: The sustainability of ecological, social and economic systems is achieved
OI.9: The significant contributions of Aboriginal Peoples and Torres Strait through informed individual and community action that values local and global
Islander Peoples in the present and past are acknowledged locally, nationally equity and fairness across generations into the future.
and globally.
OI.8: Designing action for sustainability requires an evaluation of past practices,
the assessment of scientific and technological developments, and balanced
judgements based on projected future economic, social and environmental
impacts.
OI.9: Sustainable futures result from actions designed to preserve and/or
restore the quality and uniqueness of environments.
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General Capabilities
components
Calculating mean, median and information
Organising and processing
Comprehending texts through mode
Selecting and evaluating data information
Understanding how visual elements Interpreting values and the effects Understanding computer-mediated Considering alternatives
produce meaning
of it communication
Seeking solutions and putting ideas
Using language to interact with Managing digital data
into action
Delivering presentations
Transferring knowledge into new
Expressing opinions and point of contexts
view
Applying logic and reasoning
Showing initiative
Exploring rights and responsibilities
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Learning
Science Mathematics
Experience
See Appendix 1 for the booklet which students will be using throughout the unit
2 x 50 minute lessons
1. Students will be told that they will begin a unit of study on
human energy use and renewable and non-renewable resources.
4. In groups, students will represent this data (e.g bar graph, column
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graph, pie chart, line graph)
(Engagement)
5. Ask students to identify an activity they do which requires
electricity (e.g charging their phone in an electrical outlet, turning
on the heater etc.)
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2 x 50 minute lessons
4. Hand out post it notes to students and get them to write down
the kinds of natural resources which can be used to generate
electricity (one per post it)
7. With that, construct a bar graph together with the class and
students will identify the mode, mean and median (refer to page 4 of
booklet)
11. Calculate the mean and median of this data. Do they both
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equate to the same value? If yes, no outliers are present.
14. Explain to students that today, in pairs, they will research and
evaluate one energy source and its pros and cons with the class.
Assign each group 1 of the following:
16. Have a discussion with the class, would they alter the fuel mix
in South Australia? (based on the website by SA gov listed in
resources) How?
18. Ask students to bring in their last two electricity bills for
learning experience 4 (if possible)
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1 x 50 minute lesson
Power and energy are the same thing (False. Power is the rate
of energy flow. This will be covered shortly)
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2 x 50 minute lessons
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4. Allow students to access computers in order to explore and
calculate their personal carbon dioxide emissions using the
(Explore and Carbon Footprint Calculator website (listed in the resources
Explain) section)
1 x 50 minute lesson
4. Tabulate and ask students to represent the data then find the
mean, median and mode on page 10 - 12of booklet
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2 x 50 minute lessons
Students will be given 10 x 50 minute lesson to work on their summative assessment (in pairs)
By the end of 4 x 50 minute lesson (e.g Monday and Tuesday), students should have completed their research and powerpoint
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presentation
(Evaluate) By the end of 2 x 50 minute lesson (e.g Wednesday), students should have planned model and gathered materials
By the end of 4 x 50 minute lesson (e.g Thursday and Friday), students should have built and finalised model and powerpoint
presentation
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Sakeena Shafqat Ali | 110228133 | EDUC4209
3 x 50 minutes lessons
Now that students are more aware of this topic, get them to fill up
their page of 18 of their booklet - My pledge of green - and how it
will be undertaken (duration, note-taking etc) possibly until mid of
term 4 where students can present their findings using a slow-
mation or digital narrative.
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Assessments
What will you assess? How will you assess? When will you assess?
How will you record your What forms of feedback will
Who leads the assessment? assessments? you provide?
Concept:
Students will sketch the Formative
Renewable energy booklet
Inform teaching
Electric grid is a system that electric grid from their homes At the start of the unit
Anecdotal notes Verbal feedback throughout
distributes electricity from as far back as they can Teacher-led
lesson
Concept:
Concept:
Power x Time)
listed in booklet Teacher-led Small group discussions
Concept:
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Assessments
Concept:
resources which can be powerpoint presentation on a Student-led Marked against rubric Rubric
Australia’s advancement in
incorporating renewable
energy
Concept:
data set
of which renewable energy Student-led Marked against rubric Rubric
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Sakeena Shafqat Ali | 110228133 | EDUC4209
Resources
Teacher Resources https://www.sa.gov.au/topics/energy-and-environment/energy-supply/sas-electricity-supply-and-market)
http://www.ltcconline.net/greenl/courses/201/descstat/
mean.htm#:~:text=Mean%2C%20Mode%2C%20Median%2C%20and%20Standard%20Deviation&text=The%20s
ample%20mean%20is%20the,symbol%20for%20the%20sample%20mean.
https://www.youtube.com/watch?v=BHilqd13rII
https://www.coolaustralia.org/activity/hydro-tasmania-ancient-modern-energy-sources-fire-electricity/?login=yes
https://australiancurriculum.edu.au/media/5157/ccp-tbi-7-10.pdf
https://smile.oregonstate.edu/lesson/fueling-future
https://stelr.org.au/wp-content/uploads/2020/03/Renewable-Energy-Teacher-Manual-200318.pdf
https://www.australiancurriculum.edu.au/
https://www.carbonfootprint.com/calculator.aspx
https://www.youtube.com/watch?v=BHilqd13rII
https://www.cleanenergycouncil.org.au/resources/technologies.
https://theconversation.com/really-australia-its-not-that-hard-10-reasons-why-renewable-energy-is-the-future-130459
Post it notes
Electricity bill
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