UNIT PLANNER

Science overarching idea: Matter and Energy Year Level: 5&6 Sessions: 2 Date:

Students questions selected and referenced answers (dot points): How do solar panels generate electricity?

Overall aims of the unit At the end of this unit students will be able to/capable of: Explore and understand the importance of how modern building design contributes to sustainable environmental living practices. Will explore various changes that can be made in their own school in order to learn in a more sustainable environment. Consider using current resources/technologies more effectively and efficiently, rather than pursuing new resources/technologies.

Solar electric systems produce electricity directly from photovoltaic cells. When light energy falls directly onto a photovoltaic cell, some electrons within the cell absorb enough energy to break away from their atoms and establish a current flow (Healey, 2009). How do solar panels contribute to sustainability?

Solar energy is a renewable source as it is an inexhaustible source, coming from the sun. The potential for greater use of solar energy in Australia is enormous. According to the Business Council on Sustainable Energy, Australia could meet 10% of its electricity needs from solar power, if 1/3 of Australian homes installed photovoltaic systems (as cited in Healey, 2009).

Overall relevance of the topic and aims for the students social context and needs: Children are growing up in a society that is focused on sustainable living practices to make for a more sustainable future. With the costs of electricity, water, gas and petrol increasing constantly, children need to explore ways and changes that can be made to save money and energy in their respective environments.

Teaching approach assigned and short description:

Educating for sustainability. Its about learning to design and implement actions for the present, in the knowledge that the impact of these actions will be experienced in the future. In this way it leads to students developing an overall capacity to contribute to a more sustainable future in terms of environmental integrity, economic viability, and a just society for present and future generations (Australian Government Department of the Environment, Water, Heritage and the Arts, 2010). Key Australian Science curriculum Standard (taken directly from the website): Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples lives (Australian Curriculum Assessment and Reporting Authority [ACARA], 2011). Scientific knowledge is used to inform personal and community decisions (ACARA, 2011).

Key vocabulary: Sustainability Energy Environmentally friendly Design

Key equipment / resources: Scavenger hunt activity sheet Pen Paper Building fact sheet Butchers paper and textas Session 2 Instructions sheet

Lauren, Leanne, Sarah, Lucy & Minji

SESSION 1 Learning outcomes: At the end of the lesson students will be able to identify some sustainable design features. They will make observations and comparisons between sustainable and non-sustainable design within buildings. The children will have a stronger understanding about sustainable practices to exercise change in their own lives/environments. Specific activities session 1 Introduction Students will identify their prior knowledge about sustainability through group discussion. o Prompting questions to aid discussion: o What is sustainability? o Where have you seen sustainable practices being carried out? o What do you do at home or at school to conserve energy? Discuss with children what features may be located in the building for environmental sustainability. o What will you look out for in the building that might make it more sustainable? Activity Get the children to walk around and explore the new building, discussing the features they see within the building aiding its sustainable functionality. Have the children fill in their scavenger hunt sheet and then return to the classroom. Make comparisons with the (non-sustainable) main campus building. Discuss with the children their findings. Discuss what they liked about the building and what they would like to see incorporated at their own school.

Extension Back in classroom Get children to start planning for some changes they would propose for their school environment. What changes would they like to see and why? Write a letter or notes (depending on time) to take to the principle. Conclusion Discuss with children what they have learnt from the lesson/activities. What did they like about the lesson? What was something interesting? Are their any changes they will make at home/school? What are they going to investigate further?

Lauren, Leanne, Sarah, Lucy & Minji

SESSION 2: (Self guided) Learning outcomes: At the end of the lesson students will be able to identify some sustainable features of buildings. They will make observations and comparisons between sustainable and non-sustainable design. The children will have a stronger understanding about sustainable practices to exercise in their own lives. Specific activities session 2 Introduction Remember last lesson we went on a sustainability scavenger hunt around the Daniel Mannix building at Australian Catholic University. We discussed sustainability and the special design features of the building. We considered: how the building generates electricity with wind turbines; how electricity is used within the building; how water is saved; and how sustainable transport is encouraged. In small groups discuss and make a list of important sustainability features that can be included in buildings e.g.: use of solar panels, sources of light, hot water units etc. Activity: Get children to individually draw and annotate their dream sustainable building. Eg. School or house. o Focus on the whole building, both inside and outside. You may like to do separate plans for each. Extension Activity: Write a justification for your choice of sustainable practices and how these will assist in conserving energy. Conclusion: Children report back to their small groups. o Peers to provide both positive and constructive feedback. Eg. I like the way you did Eg. Have you thought about including this After receiving feedback, children to write down what they will investigate/consider further.

Lauren, Leanne, Sarah, Lucy & Minji

Attachments: (please provide all the handouts and other learning/teaching resources to be used and specify if they are to be used in session 1 or 2) References Australian Curriculum Assessment and Reporting Authority [ACARA]. (2011). Australian Curriculum: F-10 Curriculum: Science [Website]. Retrieved from http://www.australiancurriculum.edu.au/Science/Curriculum/F-10 Australian Government Department of the Environment, Water, Heritage and the Arts. (2010). Sustainability Curriculum Framework: A guide for curriculum developers and policy makers [PDF]. Retrieved from http://www.environment.gov.au/education/publications/pubs/curriculumframework.pdf Healey, J. (2009). Our Energy Future. Thirroul, NSW: The Spiney Press.

Lauren, Leanne, Sarah, Lucy & Minji