STEM FORWARD PLANNING DOCUMENT – lesson five

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

week 5 DEVELOPMENT GOAL: goal 7
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding

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

apply knowledge gained

from one context to
another unrelated
context and identify new
meaning

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) (WATPPS33)
(ACTDEK023) (WATPPS36) Introduction:
(WATPPS38) Students will review their designs with their group and make Wind turbine designs
OTHER SCSA LINKS eg Maths, Science
any changes. The amount of time left for this depends on the
Electrical energy can be transferred and transformed answers from the previous lesson conclusion activity.
in electrical circuits and can be generated from a
range of sources (ACSSU097)
(ACMMG137)
 OBJECTIVES Body:
- Students are to create a wind turbine using the - Students will collect all their required materials and Materials required for
required materials each groups’ wind
- Students are to work collaboratively in their
resources for the project, including materials brought from
turbine.
groups home ‘How will you safely use
- Students will have 30 minutes to create their wind turbines the hot glue gun?’
- Once they have completed their wind turbine, they are to ‘How will use ensure that
ASSESSMENT take a photo of the finished product your materials are
Both lesson objectives will be assessed in the body of mostly sustainable?’
the lesson when students are building their wind ‘What features do you
turbines. The objectives will be assessed in the think will make your
checklist below. blades effective?’
iPad
Conclusion:
In the last 10 minutes of the lesson, students will do a museum
walk of the other groups’ wind turbines. When students are
wondering the class, they will ponder the question ‘what
feature of this wind turbine do you think will be effective and
why?’ Once the walk is finished the teacher will ask students
to share their responses.

LEARNER DIVERSITY

- The museum walk will allow for students to gain ideas from
other groups that they may not have thought of originally.
This will benefit weaker students in creating their wind
turbines.