STEM FORWARD PLANNING DOCUMENT - 3

TERM / WEEKS: term 3/ UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

week 3 DEVELOPMENT GOAL: goal 7
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding

analyse, condense
and combine relevant
information from multiple
sources

apply knowledge gained

from one context to
another unrelated
context and identify new
meaning

assess whether there is

adequate reasoning and
evidence to justify a
claim, conclusion or
outcome

CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Design Digital Digital TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Technologies Technologies Technologies Technologies QUESTIONS
Knowledge & Process & Knowledge & Process &
Understandings Production Understandings Production
Skills Skills

(ACTDEK019) (WATPPS34) (ACTDIP016)

(ACTDEK023) Introduction:
 OTHER SCSA LINKS eg Maths, Science Students watch the video ‘Materials and their properties’
Electrical energy can be transferred and transformed https://www.youtube.com/watch?v=340MmuY_osY and ‘What materials could
in electrical circuits and can be generated from a we use?’
range of sources (ACSSU097)
answer the following question: ‘What is the purpose of
material in creating wind turbines?’
OBJECTIVES The class will then brainstorm on the whiteboard what
- Students will investigate the property of one materials could be used to create the wind turbine. Every
material in creating wind turbine blades answer is written.
- Students will explain, in groups, which materials will
be the most effective in creating their wind turbines
Body:
- The students will then be put into new groups of mixed
ability level to investigate different materials and their
effectiveness in the construction of wind turbine blades.
Students should not be in the same group as anyone from
ASSESSMENT their project group.
The first lesson objective will be assessed using a
checklist. The assessment strategy is the worksheet.
- Each group will get a different material to investigate,
including:
The second lesson objective will be assessed in the 1. Paper
conclusion activity when students explain to the class 2. Cardboard
which materials they have chosen and why. This will 3. Plastic (e.g. plastic cups)
also be assessed using a checklist.
4. Sticky tape iPads – at least one
Students will be assessed in groups for this lesson with 5. Glue (including hot glue guns) per group
an option to write anecdotal notes about individual 6. Metal Library access
students. - The students will be able to use their iPads to investigate
‘How are you going
the following about their given materials: research?’
• The properties ‘How will you find this
• How affordable it is information?’
• The weight
Worksheet for answers
• Sustainability
• How safe it is to use
A worksheet has been created for students to fill in their
answers to the above,
- Students will decide if they believe the material is to be
used when producing their wind turbine blades.
- When the students have finished investigating their given
material, they will present their findings to the class. Each
student should have an opportunity to present information.
Conclusion:
Students will return to their groups and discuss which materials
they think they should use in their model and why. After five ‘Why did you choose
minutes of discussion the teacher will tally the class results on that material?’
the board (i.e. how many groups are going to use paper?) ‘How will that
material be effective
LEARNER DIVERSITY in producing a wind
turbine blade?’
- Mixed ability groups will be used so that students of a lower
level can learn and work with students from an extension
group.
- Students can use a range of research materials, such as
advanced search engines, books, YouTube videos. This will
benefit all different types of learners.