Lesson 4 - Explore/Explain

Explaining our wind turbines

Ellie Hunt - s3378042
Assessment Focus
Here are our activities and how they are useful assessment tools, for the
explore/explain phase of the 5Es model:
Diagnostic assessment - Observation assessment.
Whilst students are finalising and testing their wind turbines, the student teacher will be
observing their use of language as well as their understandings.
Formative assessment Commit and toss.
W from KWL chart. A quick, fun, anonymous technique to help the student teachers
understand what areas need more support and to be able to clear up any misconceptions in
the following class.
Summative assessment Journal
Reflections are written in their journal on their findings in relation to their wind turbine and
energy. Student teachers then collect these at the end of the lesson to measure the class
understanding of the topic.

Curriculum links (AusVELS)

Science Inquiry Skills
Decide which variable should be changed and measured in fair tests and accurately
observe, measure and record data using digital technologies as appropriate
Use equipment and materials safely, identifying potential risks
Compare data with predictions and use as evidence in developing explanations
Science as a Human Endeavour
Scientific understandings, discoveries and inventions are used to solve problems that
directly affect peoples lives
- Investigating how electrical energy is generated in Australia and around the world

Science Understanding
Energy from a variety of sources can be used to generate electricity
- Investigating how moving air and water can turn turbines to generate electricity
- Considering whether an energy source is sustainable

Key Lesson Outcomes

Science
Students will be able to:
- Determine which turbine works
most efficiently and why
- Understand that energy comes from
a variety of sources and that this can
be used to generate electricity
- List a renewable resource and
understand why they are important to
the earth

Literacy
Students will be able to:
- Reflect on their findings in their journal
- Contribute to discussion in their pairs
Respond to prompting questions asked
by team members and student
teachers.
- Produce ideas and questions to
investigate in relation to energy and
electricity
- Contribute to the class word wall

Equipment
For the class:
- Camera (to take photos to display
in last lesson)
- Bucket for commit and toss
- Container to collect wind turbines
in
- Container to collect journals in
- Ball for Silent ball

For each student:

- Journal
- Writing equipment
- Paper (template?) for commit and
toss
- Pre made Wind turbines
- Glue, sticky tape, blue tack,
scissors for turbine repairs

Preparation:
-

Collect and organise all materials listed

Ensure area is safe (no tripping hazards) for Silent ball activity
Ensure all journals are named and ready to be handed out (extras in case any are
missing or there are new students)
Ensure camera battery is charged

Explore/
Explain
(30
mins)
(30
mins)
Ellie

Icebreaker silent ball

Journal
template

Students test their two turbines

Design and
creating of
wind turbine in
pairs

Reflection on their findings written in their Journal

- Explanations need to be about energy not the design
Journals are collected by our group
Commit and toss (W) question - to be decided - on
something we will need to cover in the next week)

Observation
assessment

Journal

Commit and toss

- W from KWL

Lesson Steps
Stage of lesson

Tasks

Stage 1 - Introduction

Icebreaker silent ball

- Students come in after lunch and find a place in
the class room to stand. Teacher starts off by
throwing the ball to one student who then
continues passing it around the room. All students
must remain silent* and must catch the ball on the
full. If a student drops the ball or speaks they are
out. Last student standing is the winner.

Time

10 minutes

* Remaining silent ensures that students settle after

their lunch break and are ready to learn.

Stage 2 - Body of lesson

Students test their two turbines (20 minutes)

45 minutes
- After creating their turbines in the last class,
students (in pairs) now spend their time testing
their two turbines to decide which turbine is most
efficient.
- Ensure names are written on turbines
- Student teacher taking photos of this process to
document student learning and for the video
display in the last lesson
- Teacher to be asking prompting questions such as

Reflection on findings written in their Journal (15

minutes)
- Students spend time individually writing their
findings from testing the efficiency of their two

Stage 3: - Conclusion

wind turbines into their journal.

Explanations need to be focused more on
energy rather than the design they used.

Journals are collected by our group

- Whilst students are filling out their commit and
toss, teachers will be collecting their journals.
Commit and toss (W) question (5 minutes)
- W from KWL chart
Something I want to know about renewable
resources is/ the renewable resource I would
like to know more about is
- Each student uses the piece of paper provided to
answer the above question on. They then take
turns (from where they are seated) to throw it into
the bucket placed at the front of the class.

5 minutes