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Appendix 1

Year Level: 6 Time: 9:50 - 10:40 Date: 19-10-18 Students’ Prior Knowledge:

Learning Area: This is the second of eight lessons. Students have

already been introduced to the design brief and its
Design and Technologies context, and formed groups of 4. They have
investigated the power needs of remote WA
Science communities and researched wind power including
how it works, its strengths and weaknesses.
Strand/Topic from the Australian Curriculum
In year 5, students did work on the following descriptor
Materials and technologies specialisations
in relation to the materials and technologies
Characteristics, properties and safe practice of a range
of materials, systems, tools and equipment;
 Characteristics and properties of a range
and evaluate the suitability of their use (ACTDEK023)
of materials and components, and the suitability
and safe practice of their use (ACTDEK023)
Physical Sciences
Electrical energy can be transferred and transformed in
Students are also concurrently learning about Electrical
electrical circuits and can be generated from a range of
energy in the physical science unit:
sources (ACSSU097)
 Electrical energy can be transferred and
transformed in electrical circuits and can be
generated from a range of sources (ACSSU097)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
Imagine competence
Solve problems
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures Environmental Science: Renewable energy
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Brainstorm and research design features to be included in the wind turbine that meet design specifications
 Generate three rough designs for wind turbines that meet all design specifications
 List materials that could be used to create their designs


Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- Student with dyslexia
 Create a windmill using the instructions found on this This student will be accommodated for by encouraging
video: them to draw and design rather than research. The
 Ensure the iPads are available and charged prior to group (the members of which were selected
lesson intentionally) will assist with reading and research.
 Print of three design sheets for each group - High achiever
In this lesson, this student does not require provision
due to the openness of the task.
This student should do well in a group assignment,
however, they will be monitored for understanding and
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Resources/References
Motivation and Introduction:
Align these with the
9:50 1. Students are all seated behind their desks. Show students the paper segment where they will
windmill that was built before the lesson, saying: be introduced.
"Last night I made a windmill that we might be able to use as a wind
Paper windmill
2. Demonstrate by blowing on the windmill, and then pass it around the
room for students to look at.
3. Ask:
"Who can tell me some things they learned about wind power last
4. Talk to students about the paper windmill. Ask students:
"Would this be a good design to power this alternator? What about it
makes it a good/bad design."
Some expected answers include:
Good design
 The blades turn when wind is blown
 It is tall so that it rises above trees and buildings
Bad design
 It is too small for the alternator
 It is too light for the alternator
 It can't be attached to the alternator
 It doesn't stand up by itself
 It can't turn to face the wind
 The materials are not durable or strong
5. Write students' answers on the board. Whiteboard and
6. Ask: whiteboard marker

"Is this design of wind turbine that I made a good or bad design for
the challenge we have?"
7. Conclude that the design is not suitable, and collect the windmill once
every student has finished looking at it.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

10:00 1. Ask students to form their groups of four (students were grouped in the
last lesson). Invite each group to collect scrap paper, pencils, erasers and Design sheets, scrap
rulers, and, once each group is assembled, supply them with one iPad per paper, pencils, erasers,
group and three design sheets. rulers.
2. Ask students to open the design brief on their iPads. Read through the
design specifications section of the design brief whilst also showing it on iPads (enough for one per
the smartboard. Explain that these specifications are minimum, and group)
students can go beyond them.
3. Open this time for questioning, and ensure that all students understand


the design specifications.

4. Read through the generating designs section of the design brief, and
explain to students that in this lesson they will be coming up with three
rough designs for their turbines.
"You must make sure that each rough design meets all of the design
specifications laid out in the brief. To help you do this, I've put the
design specifications as a checklist on each design sheet. Make sure
you brainstorm ideas, and use your iPads to research more about
wind turbines before drawing your designs."
5. As they brainstorm ideas, students should begin sketching designs for
10:10 their turbines. Students must draw at least three very different designs,
using their iPads and brainstormed ideas to inspire each design.
6. Students must also brainstorm a list of materials that they think could be
used to construct the turbines with.
7. As the students are brainstorming and designing, walk around and ensure
that they are on task and have direction for their designs. If students are
struggling, or if they need support in a particular area, ask them prompting
questions such as:
"Where could you find ideas for a wind turbine?"
"Has anyone ever seen a wind turbine? What do they look like?"
"What does the shape of a wind turbine remind you of?"
"What could you use to build your wind turbine with?"
"Are there any other ways you could have something turn in the
8. It is important that the teacher allow the students to develop their own
designs, even if the designs are implausible. There will be room for trial
and redesign in subsequent lessons. The suggested scaffolding questions
and websites should not be used to correct design faults or assist groups
that are working hard, rather, should be used to inspire groups that are

Lesson Closure:(Review lesson objectives with students)

10:45 1. By the end of the lesson, the project manager for each group must
present the teacher with three completed design sheets, each one with
the design specifications ticked.
2. The materials supervisor must assure the teacher that every person on
the team has some materials that they are going to bring in next week.
The teacher will preface the next lesson by informing students that they
will begin to evaluate their designs to see which of the three designs they
came up with is the best.

Transition: (What needs to happen prior to the next lesson?)

1. Students must take all the materials they used and return to their desks,
ready to be dismissed for recess.

Assessment: (Were the lesson objectives met? How will these be judged?)


The assessment for this lesson is purely to ensure that students are keeping
to schedule and producing work relative to the lesson objectives. The
assessment will therefore be purely formative.

Objective 1:
 To happen during the lesson. As covered in the lesson plan, the
teacher will walk around and monitor the discussion, researching and
brainstorming of the students. If the objective is not being met
satisfactorily, as determined by the teachers judgement, the students
will be prompted by the teacher.
 No recording will be required.

Objective 2:
 The teacher will look through the design sheets handed in at the end
of the lesson. The following must be present:
o Three completed design sheets
o Different designs for each sheet
o Design specifications checked appropriately

Objective 3:
 Each materials supervisor on each team will assure the teacher that
their group have a list of materials to be brought in next lesson. No
further action is required on this point.