Teachers Page Task Card 3 Energy Sources Year 6

Lesson Overview
To support students to represent and explain their understanding of how energy can be transferred or transformed, and to introduce current scientific views about how energy is generated. Share ideas using a think-box strategy Create flow charts to show energy transformations and transfers Compare the side effects and benefits of different energy sources

To provide opportunities for students to investigate how energy from a variety of sources can be used to generate electricity. Students: Use an online simulation to investigate and construct flow charts. Create text to communicate what they have learned. To introduce current scientific views about sustainable energy sources. Identify non-renewable and renewable energy sources

Key Lesson Outcomes

Declarative Knowledge: Students will know: Energy is the defined as the ability to make things happen Energy from a variety of sources can be used to create electricity Energy sources can be renewable or nonrenewable. Sustainable energy is the provision of energy that meets the needs of the present without compromising the needs of the future Renewable energy sources include: Procedural Knowledge Students will be able to: Create flow charts representing energy transfer and transformation Read and interpret factual text Identify and record different sources of energy and how to the types of energy could be transformed Contribute to discussions about electricity and how it is generated Pose a question in response to a request for scientific assistance

Solar Energy Biomass Energy Wind Energy Geothermal Energy Hydropower Energy

Non-renewable Energy sources include: Coal Natural Gas Nuclear Fossil Fuel Oil

Moving air and water can turn turbines to generate electricity.

Australian Curriculum
In Year 6, students explore how changes can be classified in different ways. They learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one scale, to generation of electricity from a variety of sources at another scale and begin to see links between these systems.

Science Strand

Sub Strand

Content Descriptor

Main Strand

Science Understanding

Physical Sciences

Energy from a variety of sources can be used to generate electricity (ACSSU219)

investigating how moving air and water can turn turbines to generate electricity considering whether an energy source is sustainable

Secondary Strands

Science as a Human Endeavour

Use and Influence of Science

Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples lives (ACSHE100) Scientific knowledge is used to inform personal and community decisions (ACSHE220)

Secondary Strands

Science Inquiry Skills

Processing and

Construct and use a range of representations, including tables

analysing data and information

and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) Compare data with predictions and use as evidence in developing explanations (ACSIS221)

Teacher Background Information

Sources of Energy The current approximate relative amounts of use of different sources of energy are: oil 38%, coal 26%, hydroelectricity 6%, nuclear 6% and other sources (solar, wind, wave, tidal, geothermal) 1%. Summary of energy sources that could be used to generate electricity in table format located in Primary Resources Essential Energy Year 6 Physical Sciences, p. 52, 2012. Sustainable energy The terms sustainable energy, renewable energy and alternative energy all have slightly different connotations and can be dependent on the context in which they are used. As there are many sources of information available regarding sustainable energy resources, it advisable teachers employ critical literacy skills to uncover any bias views that may be influencing web sites and texts. When evaluating the sustainability of various forms of energy production consideration should be given to the materials and energy that are required. Information Source: (Primary Connections Essential Energy Year 6 Physical Sciences, p. 53, 2012)

Students Conceptions
It is important to take into consideration students existing ideas when planning effective teaching approaches that assist science understandings and learning.

Students may not have any concept of the ways electricity is generated in power plants, especially the similarities in the way the power plants work. The factor that differs most is the energy source rather than the process of generating electricity itself.

Students may believe that all forms of non-renewable energy are bad while all forms of renewable energy are

good. However, there are positive and negative consequences for each process of harnessing energy.

Information Source: (Primary Connections Essential Energy Year 6 Physical Sciences, p. 53, 2012)

Equipment
For the Class: Class science journal. Access to computer lab. Additional assistance from IT teacher (optional). Enlarged laminated copy of Where does electrical energy come from. (Primary Connections Essential Energy. Resource sheet 8, p. 57). Box labeled Top Secret placed on teachers desk. For each student: Science journals. Access to a computer or laptop. Note paper for students to write acceptance letter and code word for energy mission. POE Sheets.

Safety Considerations
Ensure safe Internet access with limitations and protection.

Preparation
Organise access to computer lab or class laptops and possible assistance from IT Note paper for each student Enlarged laminated poster of Where does electrical energy come from. Think box with focus question on front

Lesson Steps
Introduction: Direct Students to open DTC3 Energy Sources. Introduce think-box for focus question and explain that students are going to individually record their ideas about the questions. This is an anonymous activity.

 Model think box response. Allow time for students to complete responses and place them in the think box. Introduce students to DTC3. Review POE sheet and Response Sheet Body: Students work through Digital Task Card 3 individually or in pairs Students complete the Request for scientific Response Sheet.

Conclusion: Class Discussion. Review request for scientific request and ask students to offer their posed questions that lead to further investigation (E.g. Household consumption). Upload ideas, thoughts and findings to the online science chat board. Record key vocabulary about energy on the word wall section of the chat board, inviting students to contribute words from different languages to the word wall. Students create entry in their science journal about the lesson.

Additional Curriculum Links

ICT Link: Digital Task Card. Critical Thinking: Think box for focus question in introduction. Students create online flow charts of various energy sources Students pose questions for further information at conclusion of lesson. Intercultural Understanding: Students add words from their language or other languages to word wall. Sustainability: Students communicate their understandings regarding the challenge for the future by completing The Energy Challenge.