ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

sequence

Rhys Tegg 127605

Appendix 1: The lesson sequence used.

Investigating renewable energy sources.

Air
and
powered
movement.

This sequence aims to assess students prior knowledge

of energy resources (renewable and fossil fuels) and
extend their knowledge of how renewable energy can be
used to make objects move in separate investigations
water
using air and water. The importance of applying
renewable energy for environmental reasons and
applying safety measures during scientific inquiry are also
discussed. The use of the primary connections 5Es
teaching and learning model is implemented to provide
for optimum learning opportunities.

Curriculum used:

Level:

Year level (s)

Curriculum area/s

Learning
outcomes:

Victorian Essential Learning Standards (VELS), Science

document (2009).
This sequence is appropriate for student working towards
level 3.
Grade 3.
Science.

1.

Students learn about the actions of forces on objects

that affect their motion and shape.

2.

They participate in activities where they learn to

classify a variety of materials using states of matter
(solids, liquids, gases).

3.

Students relate scientific ideas to their own

experiences, interests and concerns, and to a variety
of personal and community uses of sciences and
links with technology.

4.

Students discuss safety considerations and a variety

of procedures and processes that could be used
when undertaking experiments.

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ESH250 An introduction to science and technology

Rhys Tegg 127605

AT2: Develop and trial an inquiry based lesson

sequence

Overview of the sequence

Lesso Lesson learning
Summary of key Learning activities
Assessment Opportunities
Time
n No. outcomes
(see
previous
page)
1, 2, 3
Discuss where electricity comes from, assessing current knowledge of fossil -Assessing current knowledge
1
fuel power plants and their impact on the environment.
regarding classifying materials by
state (solid, liquid, gas). (2)
Ask the class to think of and brainstorm different ways we could obtain power
in an environmentally friendly way.
-Determining the overall level of
understanding regarding where
Ask which naturally occurring materials can be used to move or alter an electricity comes from and what
object.
fossil fuels are used to make it.
Also their understanding of how
The class can now discuss places where they have seen or heard of these types the burning of fossil fuels is
of power being used in a real situation.
unhealthy for the environment. (3)
- Assess student knowledge of
applying force to objects that affect
their motion and shape, both in a
classroom context and in real life
examples. (1)

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ESH250 An introduction to science and technology

Rhys Tegg 127605

AT2: Develop and trial an inquiry based lesson

sequence

1, 2, 3, 4
- Quick revision of last lesson, reminding the class that wind was one of the - Student correctly noting that air is
elements that could be used to generate power and move an object.
a gas. (2)
- Instruct the class that an investigation is about to take place, which is a
balloon rocket which will be fired along a length of fishing wire between
two chairs. Different sized and shaped balloons will be used during the
investigation to see if the shape and volume of air will affect the distance
that the inflated balloon will travel.

- Students understand that the

amount of force on the object
(amount of air in the balloon), will
affect the distance it will travel.
(1).

-The class will create a list of safety criteria and objectives so that the - Assessing student comprehension
investigation can be carried out safely and efficiently.
that air can be used as an
alternative source of power in their
written responses. (3)
-As fishing wire is difficult to see, special consideration must be taken to
avoid this becoming an unnecessary tripping hazard.
-Students will predict the distance that each balloon will travel, and then - Safety precautions have been set
write their observations of the actual distance travelled.
out by the class and that each
student has abided by their own
rules and regulations for a safe
A discussion will follow to note what they had learnt from their observations investigation. (4).
about harnessing wind power.

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ESH250 An introduction to science and technology

Rhys Tegg 127605

1, 2, 3, 4

AT2: Develop and trial an inquiry based lesson

sequence

- This lesson will begin with a recap of the previous two lessons, asking the - Student correctly noting that water
children to recall which type of renewable power they had seen in their last is a liquid. (2)
investigation and what other types of natural power could still be investigated in
this lesson.
- Understanding that the higher the
volume of water entering the
cylinder, the faster it would spin.
- Ask the class about waves in the ocean. What do they know about them? Are Also observing that the cylinder with
they powerful? Can they make things move? If you drop a stick into a river will the holes slanted to one side rotated
the current take it downstream? Could this power be used to make an object that faster than the other cylinder. (1)
could make electricity?
- Assessment of discussion and
understanding regarding the use of
- Now give a short introduction about the Hoover Dam, which uses the power of hydro-power in real life situations
the Colorado Rivers water current to spin cylinders and generate electrical such as the Hoover Dam, and how
power.
this activity works in a similar way.
(3)
- In this investigation, students will observe the rotation patterns of two cylinders
which are designed with slight differences. Both cylinders (made from plastic
bottles with the top cut off) are hung from string so that they are free to rotate
once the activity commences. Several small, evenly spaced holes are punched
near the bottom of the cylinders in the side of the plastic. One of the cylinders
will be left like this, and one will have these holes twisted to one side with a
pencil, to promote rotation of the water. The class need to compare which rotates
more efficiently.
- Reflection of their observations will follow, to allow for an assessment of
student understanding of renewable energy in wind and water forms.

Page 4 of 10

- Safety precautions have been set out

by the class and that each student has
abided by their own rules and
regulations for a safe investigation.
(4).

ESH250 An introduction to science and technology

Rhys Tegg 127605

AT2: Develop and trial an inquiry based lesson

sequence

Resources :
-Balloons (Variety of sizes and shapes)
-Balloon pump.
- Fishing wire
- Scissors
- Pencil
- Tape measure
- Straws
- String
- 2 plastic bottles
Safety and student management issues
Before commencing the activities in lessons 2 and 3, the teacher should engage the class in the health and safety issues associated with the
investigation. The class can help to set the rules which are responsible is making sure that the lesson runs safely and without incident. There are issues
which need to be addressed in lessons 2 and 3.
Lesson 2:
- The inflation of some of the balloons can be quite difficult orally, so a balloon pump should be provided and used for all inflations.
- The fishing wire is very hard to notice visually between the two chairs. So there should be provisions made to ensure no-one trips over the wire. This
could be done with an exclusion zone, warning sign, or having the investigation done in a corner away from foot traffic.
- In the case that a balloon could burst, students should be made to stay a minimum distance from the fishing wire as the balloon travels along the wire.
- Any movement near the activity should be done in an acceptable manner, which does not interfere or endanger anyone else in proximity to them or
the activity.

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ESH250 An introduction to science and technology

Rhys Tegg 127605

AT2: Develop and trial an inquiry based lesson

sequence

Lesson 3:
- The bottle should be cut in half by an adult and the holes should also be punched by an adult. This is mainly due the problems which can arise from
trying to cut and penetrate plastic. Cut neatly to avoid any sharp edges on the top of the bottle.
- Due to the relatively high volume of water being used in this investigation, the ground may become wet and slippery. If this is the case then
provisions should be made such as providing a non-slip rubber surface.

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ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

sequence

Rhys Tegg 127605

Appendix 2: Assessment evidence.

Appendix 2.1: Wind energy worksheet.

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ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

sequence

Rhys Tegg 127605

Appendix 2.2: Observation results worksheet for wind energy activity.

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ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

sequence

Rhys Tegg 127605

Appendix 2.3: Water power worksheet.

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ESH250 An introduction to science and technology

AT2: Develop and trial an inquiry based lesson

sequence

Rhys Tegg 127605

Appendix 3: Reflection on group activities.

The most enlightening group activity, which generated a great amount content
knowledge for me personally and also for my second assignment was the two tasks set
out in week 9. The lesson sequence riddle was engaging and personally thought
provoking; as I spent great amounts of time working out the appropriate order for the
lesson SEQUNC (pardon the pun). This was an excellent activity and was made easier to
solve after completing the second task and using the primary connections 5Es teaching
and learning model (AAS, 2010) as a guide. Using VELS (2009) to consider the age
level for the task (Level 2, grade 1 or two) was also interesting, as we so often use
curriculum documents to make a lesson fit the age group, not to ascertain the intended
audience for someone elses lesson. The teaching and learning model (AAS, 2010)
provided me with the structure of my lesson sequence and gave my aim a more focused
direction with regards to learning outcomes. The week 10 study guide certainly gave me
confidence in my approach to the lesson sequence and provided me with knowledge
which will be drawn upon in future science lesson structures when I am finally a teacher.
The set readings which complemented the weekly tasks were beneficial towards gaining
knowledge for effective Science teaching strategies and questioning techniques. I am a
teachers aide at a primary school in a grade one class and the teacher is fantastic in
engaging the students and learning their prior knowledge on topics by using open ended
questions. She has told me that using open ended questions can be one of the most
important tools at a teachers disposal. This is true not only in Science but in other
learning areas, but that is what is great about science; it often teaches people more about
the links between everything in our world than any other subject can achieve.

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