STEM FORWARD PLANNING DOCUMENT – Lesson four

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

week 4 DEVELOPMENT GOAL: goal 7
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding

combine ideas in a
variety of ways and from
a range of sources to
create new possibilities

identify and justify the

thinking behind choices
they have made

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)
(ACTDEK023) (WATPPS35)
OTHER SCSA LINKS eg Maths, Science
Electrical energy can be transferred and transformed
in electrical circuits and can be generated from a
range of sources (ACSSU097)
OBJECTIVES
- Students will draw an annotated model of their
wind turbine
- Students will list the materials and resources
required to build their wind turbine
Introduction
- The teacher will list the materials from last weeks
investigation on the board. This include paper, cardboard, Worksheet
plastic, sticky tape, glue and metal.
- The teacher will throw a ball to a student. That student will ‘Why have you chosen to use
pick on material and will make one statement about the three blades?’
‘How will that material affect
effectiveness of this material in creating wind turbines. This
the weight of the blades?’
can be something good or bad.
‘How large will those blades
- Once the student has said something, they will throw the be?’
ball to another student at sit down
- This will continue until everyone has said something
 Body
- Students will have 30 minutes to draw their model of their
‘Why are you using that
ASSESSMENT wind turbine. This will be completed on the given
material?’
worksheet.
‘How are you going to
Both objectives will be assessed using the worksheet. - Students must ensure they include the following:
This will be assessed using the checklist below. The o Drawing of the wind turbine make that design with
assessment this week is simple as it only requires o Annotations materials?’
students to draw and annotate a model of their ‘why did you decide to
o List of materials
turbine and list the materials required. For this curve the blades?’
assessment students are not being assessed on their o Number of blades
ideas and their wind turbine. That will be assessed in
the summative assessment. However, feedback will Conclusion
be given throughout on the designs through questing To end the lesson the teacher will ask the say the following
so that students have time to make changes.
statements and students will answer with either a thumbs up
(to indicate yes), thumbs down (to indicate no) or a sideways
thumb (to indicate they are unsure).
1. I feel reading to create my wind turbine
2. I still need more time to design my wind turbine
3. I am happy with my group’s design
4. I am feeling confident that my groups wind turbine will
be effective
5. I am looking forward to creating and testing the wind
turbine

LEARNER DIVERSITY

- Students will have opportunity to draw their models on

their iPad’s if they prefer. This will be less pressure on less
artistic students drawing as they can use shapes on the
iPad to construct. It is also easier to make changes.