Topic

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Name:
School:
Date:
Time:

Household energy producers

Jessica White, Georgia Thompson,
Jack Butler
, Sarah Coughlin, Dan
Culnane
St Judes Primary School
01/05/2015
Start: 11am Finish: 1pm

Lesson Context:

Background:

Curriculum Links:

Learning Objectives:

Our Group Goals:

Year Level:
Learning Area:
Supervisor:

5&6
Science
Gemma

The lesson will be taught to two grade 5-6 classes who are currently studying a theme on Heroes. Our science lesson aims to encourage
inquiry of sustainable practices and to challenge their thinking of current forms of energy production.
Content description(s) from the Australian Curriculum
Years 5-6, Science
Su: energy from a variety of sources (ACSSU219)
SHE: Solve problems that directly affect peoples lives (ACSHE100)
SIS: Suggesting improvements to the methods used to investigate a question or solve a problem (ACSIS108)
On completing this lesson each student will be able to
Alternative conception: Understand that power/energy can come from a variety of sources
Familiarise themselves with power sources and minor working of how electricity works.
Be able to identify sustainable power sources around the house

Work together as a group, not to talk over each others

Encourage students to explore the experiment with trial and error
Give time for discussion and allow students enough thinking time

Materials required:

Car Activity
2x Energy Force Racers
Lemon activity
1x Lemon Clock Kit
Zinc Rods
Copper Rods
Connecting Wires
Digital Clock
20x Lemons
Solar Power
1x Solar Power Kit
Halogen Light Source
Connecting Wires
Battery Source
Wire
Solar Panel

Battery
1x Battery Circuit Kit
2x Batteries
2x Battery Holders
1x Circuit Switch
1x Washer
1x Button
1x Elastic Band
1x Split Pin
1x Paper Clip
Aluminium Foil
Light Bulb
Foam
Wood
Metal Stick

Lesson Plan:
Time/Duration

What I will be doing

What the students are doing

11.00 10 mins

Sarah-Introduces
sustainability theme to
students

Students listen to instructions

and respond and discuss topic.
Students may in this time think of
questions they might try and solve
during the lesson

Georgia & Jack- Help

students identify link to
heroes area of study.
Jess- will draw a diagram
on board explaining group
rotation, and in which
order.

Getting into groups

Moving off to first rotation
position

Dan- Arrange students into

groups of 6-7ppl (jess will
then send them off group
by group to their station)

11.10 10 mins
11.20 10 mins
11.30 10 mins
11.40 10 mins

Running our group rotation

1
Running our group rotation
2
Running our group rotation
3
Running our group rotation
4

Interacting in rotation
Interacting in rotation
Interacting in rotation
Interacting in rotation

Key Questions
Sarah- Ask students what they know about
sustainability. Clarify sustainability as something that
can continue forever and that to live sustainably means
is
about taking what we need to live now, without
jeopardising the potential for people in the future to
meet their needs. D
iscuss current options then suggest
there are other sources.
Georgia & JackCan scientists be heroes?
Some scientists have saved millions of people, inventing
penicillin or measles vaccination.
What about electricity, who invented the light bulb?
Imagine what life might be like without light bulbs?
Now its over to you, to create a sustainable method of
energy, to combat the issues that face our planet, could
you be the next hero!
Key points:
Identifying sustainable energy sources is
critical as we advance into the future
Being informed and even taking advantage of
sustainable energy its vital to the longevity of
our planet earth
People who are informed and contribute to the
issues our planet faces are true heroes.
Lemon activity- (Jess)
How do you think it works? (There's a chemical
reaction between the steel and the lemon juice.
There's also a chemical reaction between the
copper and the lemon juice. These two chemical
reactions push electrons through the wires)
Make connection with acid in battery to acid in
lemon juice.
So does this mean we only need the lemon
juice?
what other acidic household things are there
that could make energy if any?
Car activity-

Resources Required
Jess- White board,
whiteboard marker

Refer to material list

What are the limitations of the energy youre

using (lots of energy used to wind everything
means physically exhausted)
Ask would this be viable on a mass scale?
Why are we not using kinetic energy to power
everything?
How would we need to power bigger things?
(Hand winding not viable for a fridge or a whole
house)

Solar Power activity - (jack)

11.50 10 mins
FINISH

Encourage students to
provide a summary of the
key lesson ideas
Discuss findings of
students

Responding to questions and

identifying lesson ideas

What issues can you identify people may have

when using solar energy sources? (Night,
overcast etc)
What are some measures we could take to avoid
this? (storage, combination measures)
What might be reasons that EVERYONE does
not already have solar energy sources? (Cost,
accessibility)
What are some limitations to the installation of
solar energy sources? (space, cost)

Battery activity- (Dan)

Is this method of energy production efficient
and good for the environment?
What are some problems that may arise from
using this method of energy?
What are some of the positives that may arise
from this energy use?
What do you think are some problems for
people that use this source?
Supervisor Questions How does this activity compare with your last
activity? (Cheapest, easier, more sustainable)
Could you modify this to make it produce more
energy?
What were the key ideas in this lesson?
Energy comes from various sources
That much of our current lifestyle is not
sustainable for a growing population
Society needs to find sustainable energy
sources
Children of today may just solve the problem

possible use of
whiteboard

Post lesson reflection:

Comment on the overall success of the lesson achieving the intended learning objectives and/or your own personal goals. This box could be left
blank and you could hand write in comments for your teacher mentor to read.