Grade Six Science Planner
@apollo
Term 4 - 2014
Rea
INQUIRY STAGES
Engage
The Engage phase
is designed to spark
students’ interest,
stimulate their
curiosity, raise
questions for inquiry
and elicit their
existing beliefs
about the topic.
A cutaway diagram is a
3_D representation of the
outside and inside parts of
a on an object. It includes
a title, a cutaway section
to show the inside and
labels with a line or arrow
to indicate the main
features.
Note: it is important to
describe rather than
define. Definitions are
often viewed as fixed and
unchangeable, whereas
descriptions support
students to see that ideas
can change as their
understanding develops.
Curriculum Links
ideas
- Compare the cost
effectiveness of
standard and heavyduty batteries in the
same toy.
SCIENCE LESSON SUMMARY
W1 – L1
Its electrifying
What makes it go?
Purpose:
- observe and record information about the working of different battery operated devices
- draw a cutaway diagram of how they think a torch works
- share and discuss observations
Lesson:
1. Introduce the collection of battery-operated device, including torches.
- Explore the effect of
harassing electricity for
society, for example,
lighting appliances,
industry and farm
machinery.
2. Students will work in cooperative learning teams to explore different battery operated devices. Students will be
recording on their iPad. Throughout the term the
3. Explain that each team will explore and record a total of three devices, one will be a torch. The managers will collect
the devices one at a time, and return them to the equipment table before taking another device. Ask students to record
responses to questions such as;
* What do the device do? (For example, lights up, make a sound.)
* What makes it go? (For example, a switch, a button, a battery)
* How does the device work?
4. Record observations on your iPads using any application.
5. Introduce the class science chat-board and explain that it is designed for students to record pictures, questions, ideas
and reflections about that unit as it progresses.
6. Students are going to draw a cutaway diagram of the torch they explored to show how they think it works (that is, how it
makes the light bulb glow). Ask students to imagine that they can see inside the torch and draw on their iPad a cutaway of
what they think they would see.
7. Using Explain Everything the students as required to ask to explain their diagram. Use Probing questions such as;
* Why do you think that?
* What if…?
* Explain this piece to me
TEACHER
BACKGROUND
INFORMATION
Organize
cooperative
groups
Teacher
background
information: IE
page 3-4, 6
8. Brainstorm the role of electrical energy in students’ lives. Record lists of the battery operated devices used by students
and their families at school, at home and in the community.
9. Discuss the advantages and disadvantages of batteries and battery-operated devices. For example, they allow things
to be portable such as torches, music players and mobile phones. Batteries go ‘flat’ and are more expensive source of
electrical energy than main electricity.
10. Ask students to share their ideas about how a battery works. Record student’s ideas on the class science chat-board
under heading such as, “how we think a battery works”.
11. Record key vocabulary
12. Extension questions; * Does the physical size of a battery affect how long it lasts?
* Do AA batteries last longer than AAA batteries?
* Do different brand of the same size battery last the same length of time?
Note: Connecting one
point of the battery with
one point on the light
bulb with a wire will not
light up a light bulb. This
method allows students
to question the sourcesink model (see ‘Teacher
background info’ in this
lesson)
Note: To complete a
functioning circuit the
wire needs to touch the
base and the sides of the
light bulb.
Electric Circuit –
Electrical components
organized to create a
circular path for electrical
energy to flow through.
A circuit diagram is a
pictorial representation of
an electric circuit. It
includes standard
symbols of the different
components and
connections between
W1 – L2
Essential Energy
Scientific support
Purpose:
- Discuss what they know about energy and what electrical energy is used for
- Share ideas using a think-box strategy
- Record ideas on the science chat-board
Lesson
1. Read with the class ‘Request for scientific support’ discuss any difficult words or phrases. Agree to start helping and
agree for a letter with the code name ‘Live Wires’ to be returned with courier.
2. Ask five students to record each question from ‘Request for scientific support’ on a large piece of paper.
3. Introduce the five think-boxes that match each question and explain that students are going to work individually to
record their ideas about the five questions. Explain that this is an anonymous activity and they are not to write their
answers with their responses.
4. Model how to write and draw a response to a question on a self-adhesive note and place it in the matching think boxes.
5. Explain that students will work in collaborative learning teams to categorise and record responses from one of the
think-boxes. Discuss how to divide responsibilities, for example by assigning two or three teams to each box and dividing
responses equally between them.
6. Explain that team members will take turns to read the responses and contribute to sorting the responses into
Teacher
background
information: EE
page 8-9, 12
Predict: Explain that the
students predict by writing
or drawing ways to
connect the equipment that
will make the bulb light up
and record their prediction
in the first box of the
‘PROE’ record: Lighting up
my life’ sheet.
Reason: Students record
reasons to support their
predictions in the second
box of the sheet (don’t
correct predictions).
Observe: Explain that they
will construct and test their
equipment, recording
everything that they
observe using writing &
drawings.
Explain: Compare their
predictions with their
observations. Explain in
the last box why the result
did/ did not match their
prediction.
Explore
The Explore phase
provides students
with hands-on
experiences of the
topic’s and science
phenomena.
Students explore
ideas, collect
evidence, discuss
their observations
and keep records.
components.
If students still have nonscientific ideas of how a
circuit works, ask
questions,
* Why do you think that?
* Well, if that is right,
what about..?
* What do you think
about…?
* Could you tell me more
about
categories. Explain that the director will record chosen categories and place the corresponding responses on a large
sheet of paper with corresponding questions.
The teacher will
need:
- read teacher
background
information on pg.12
and preparation notes
on pg.15-16
- class science journal
an class science chatboard
- 1 enlarged copy of
‘PROBE record:
Lighting up my life’
(Resource sheet 1)
- stripping pliers or
knife
- spare light bulbs and
batteries for
replacements, if
necessary
- see pg. 15 for the
equipment required for
each team (i.e., class
set of Resource sheet
1 etc.).
- laminated cards of
standard electrical
symbols and a simple
circuit diagram
(suggestion)
W2 – L1
Its electrifying
Light up my life
7. Form teams, allocate roles and ask Managers to collect team equipment.
8. Display the charts to form the science chat board use TV to display. As a class review what they think they know and
discuss evidence or information, which may be helpful.
9. Place energy vocabulary on the science chat board
Purpose:
- construct a test circuit
- represent a functioning circuit
Lesson:
1. Review students’ exploration of battery-operated devices from the previous lesson – focus on their ideas of how a torch
works. Review the class science chat-board - discuss some of the ideas/questions that have been contributed.
2. Explain that students will be working in cooperative teams to explore how they can light up a light bulb using a battery
and one or two wires. Show the resources available for each team.
3. Introduce the Predict, Reason, Observe, Explain (PROE) strategy using the enlarged copy of the ‘PROE record:
Lighting up my life’ (Resource sheet 1) in class science journal. Explain each PROE step – See notes on right.
4. Form teams, allocate roles, managers collect team equipment.
5. Each team member completes the ‘P’ and ‘R’ sections of the resource sheet – paste into his or her science journal.
Ask students to share their predictions and reasons with their team and the class.
6. Cooperative learning teams construct and test circuits. Complete the ‘O’ and ‘E’ sections of the sheet using writing and
drawings. See the following SAFETY notes.
 Explain that when using low-voltage batteries, for example, 9V or less, in their investigation, it is safe for students to
touch base wire because there is only a small amount of electrical energy coming from the battery. Any bare wires
carrying mains electricity or high voltage (electrical energy) are extremely dangerous.
 Connecting a wire from one end of the battery terminal directly to the other terminal will cause the wire to become
very hot (and flatten the battery). Explain that students should always have a device, for example, a light bulb,
between the wires that goes from one terminal of the battery to the other terminal. To complete a functioning circuit,
they will need to make connections with both (positive and negative) terminals of the battery and the two points on
Teacher
background
information: IE
page 12-16
the light bulb.
7. Ask questions during investigation,
* What happens if you put the wire on other parts of the light bulb?
* What happens if you put the wire on other parts of the battery?
* Which parts of the light bulb/battery seem to be the same?
* Which parts of the light bulb/battery seem to be different?
8. Students continue to record predictions in the ‘O’ and ‘E’ boxes on the sheet in their science journal.
9. If teams quickly complete a functional circuit using two wires? Challenge them – create a functional circuit using one
wire (which they can do if they connect the remaining connection point on the light bulb directly with the remaining
connection point on the battery).
10. Complete investigation, managers return equipment. Lead a class discussion and share their ‘O’ and ‘E’. Attempt to
reconcile any differences students may have experienced compared to their predictions and former reasoning.
11. Team speakers create a drawing on the board to show how their team made the light bulb light up and also a way that
did not make it light up. Compare the drawings and discuss questions such as:
*How do you think the light bulb needs to be connected to make it work?
*Why did this arrangement work/not work? How would you change it to make it work and why?
Review the times when the light bulb didn’t light up. Discuss questions such as:
*If the light did not turn on, what would you need to check?
12. Introduce the term ‘circuit’. What does it mean in relation to the class exploration of lighting a light bulb. Discuss other
meanings of this term: fitness circuit, track used in racing etc. Add a class-generated description of ‘electric circuit’ (see
note) to science chat-board.
13. Review the drawings on the board and discuss the similarities and differences in the way students have represented
equipment or electric circuits. Discuss the confusion that could occur when using different ways of represent equipment,
for example, some people draw different pictures to represent the same thing.
14. Explain that a way to show an electrical system is by using a circuit diagram. Standard electrical symbols are used in
circuit diagrams to represent how a circuit is connected. Introduce symbols (wire, battery [cell], light bulb).
15. Model drawing a circuit on the board.
16. Students look at the different drawing of the circuits they drew on the PROBE: Lighting Up My Life sheet. Select one
and represent it in their science journal as a circuit diagram using electric symbols. They are to also include a record of
their ideas about the path of electrical energy as it travels around the circuit and through each of the components of the
circuit.
17. Now review their cutaway diagram of how a torch could work from Lesson 1. Update this diagram to include what they
now know – for example names/symbols or parts and the need for a complete circuit for the torch to light (see note).
18. Update the class science chat-board – pictures, questions, ideas, reflections using electrical symbols and add new
words to the keywords section.
W2 – L2
Its electrifying
Light bulb explorers
Purpose:
- draw a light bulb from memory
- draw a light bulb from observation
- read about and complete a labeled diagram of a light bulb
Lesson:
1. Review last lesson and science chat-board.
* What have you learned about electric circuits?
* How do you draw and label an electric circuit?
* What interesting ideas were contributed on the science chat-board?
2. Explain that this lesson will focus on exploring light bulbs. Brainstorm places/ items that use light bulbs (household
room lighting, streetlights, vehicle indicator lights, traffic lights and airport runway lights).
3. Students are to imagine and draw a light bulb in their science journals. Label it with any information they currently
know (parts, materials used). Discuss the features and purpose of a labeled diagram (see note). Model how to draw a
scale that is a horizontal line with a bar at each end, placed under the diagram with the size (eg. 1cm written under the
line).
4a. After students have completed initial diagram, explain that they will be working in cooperative learning teams to
explore and record observations of a light bulb. During this task they may now want to add to/ change their first diagram
using a different colour – or start again? (see note).
4b. Model how to use a magnifying glass to look closely at the inside of a light bulb (see note).
5. Form teams, allocate roles, managers collect equipment.
6. After teams have completed their observations and drawings – share findings about the light bulb. Ask students to
compare the drawing of the light bulb they did from memory with the one they did from observation. Discuss any
differences and especially the importance of observation in scientists’ work. Further questions to encourage discussion
include,
* What have you noticed about the light bulb?
* Why do you think the filament is that shape?
* What do you think the filament is made of?
Teacher
background
information: IE
page 23
* Where do you think the light bulb connects to the circuit?
7. Introduce and display an enlarged copy of ‘Inside a light bulb’ (Resource sheet 3). Explain that students will read it with
their teams and complete the labeling activity. They are to highlight any interesting/ unfamiliar vocabulary as they read the
text.
8. Now use student suggestions to label the enlarged copy of ‘Inside a light bulb’ (Resource sheet 3) – add to class
science journal. Students modify their copy if required.
9. Compile a class list of their identified interesting/ unfamiliar vocabulary whilst reading text in step 7. Discuss the words
and record students’ suggestions about how to describe them. Share dictionary investigations with class to locate the
meanings of each identified word. Share meanings and record them on the keywords section of the class science chatboard.
10. Discuss the students’ ideas in relation to their findings. Ask,
* Why does the filament have the shape it does? (To increase the length of the filament. This increases resistance, which
causes the filament to heat and produce light).
* What is the filament made of? (Tungsten)
* Why are there two different connection points? (For electrons to enter and leave the bulb, to create a circuit).
11. Update the class science chat-board – pictures, questions, ideas, reflections using electrical symbols and add new
words to the keywords section.
The teacher will
need:
- read teacher
background
information on pg.29
- see pg. 30 for the
equipment required for
each team (ie, class
set of Resource sheet
4 put on blog for use
on iPads in Guided
reading sessions in
week 1?, optional for
Resource Sheet 5).
- prepare an enlarged
copy of the biography
of ‘Alessandro Volta:
Battery maker’
(Resource sheet 4)
- laminated cutaway
W2 – L3
Its electrifying
Alessandro Volta: Battery maker
Purpose:
- read and discuss a biography of Alessandro Volta
- discuss the way scientists develop and change their ideas
- represent their ideas about the biography
Lesson:
1. Review students’ exploration of battery-operated devices from the ENGAGE lesson and their exploration of electric
circuits in the previous lessons. Review the science chat-board.
2. Introduce various batteries. Ask students to identify differences in sizes and labeled voltages, suggest what ‘V’ or ‘volts’
could represent and record all ideas in class science journal. Ask students if they know about the history of the battery,
also record in journal.
3. Explain that students will read a biography to find out about a person who made an important contribution to the
development of the battery. Introduce an enlarged copy of Resource sheet 4 (don’t read it yet). Firstly, ask what
Teacher
background
information: IE
page 29-30
Step 3 Note: A biography
retells significant events in
a person’s life, usually in
the order in which they
occurred. It includes the
motives of participants and
judgements or evaluation
of the person’s life and
contribution to society. It
includes a title, dates and
personal achievements.
Step 6 Note: Explanation
of the word ‘volt’ will occur
in the EXPLAIN lesson. At
diagram of a battery
on page 30
(suggestion)
biographies are used for using questions such as,
 What features could we find in this biography? (e.g, dates, people’s names, use of past tense).
 Who usually writes such texts? (e.g, adventure writers, historians).
 What evidence does the author have to show that this is a true representation of the person’s life? (eg. are they a
friend, a relative or a historian?)
 Why are such texts written? (e.g, to create a record of someone’s life.)
 Why has the author used a cartoon for this biography? (e.g, to make it more appealing, to give us images to help us
understand what we are reading.)
 Does the cartoon make the biography more or less believable? (e.g, many cartoons re used for entertainment not for
information.)
Discuss the purpose and features of a biography (see note).
4. Ask students to predict vocabulary that they could read in the text (e.g, Volta, battery, history). Record suggestions in
the class science journal.
5. Organise students to read the biography (Resource Sheet 4) either as an independent learning task or in guided
groups.
6. Review students predictions about the vocabulary listed in step 4. Especially the word ‘volt’ (see note).
7. Discuss what the biography suggests about the ways that scientists make or change their ideas.
 Why did the scientists disagree?
 What was the first thing Volta did when he disagreed with Galvani? Why?
 Did either of them change their ideas? Did they change other people’s ideas?
 What could have happened if Volta had agreed with Galvani?
8. Support students to reflect critically on the biography, using questions such as,
 Do you think this cartoon is reliable?
 Can we trust the information? Why?
 Who do you think could have written it? Why?
9. Organise students to complete one or more of the suggested tasks using the biography – Resource sheet 4.
 Create a chronological list (use Resource Sheet 5 – or students use example to create their own in science journal)
to represent significant events in Volta’s life (see note).
 Work in teams to role-play an interview with Volta (e.g, one student is in character as Volta and the others are
interviewers, this task can be filmed using ipads)
 Ask students to play the rols of Galvani or Volta in a debate about who is correct. (Write the for and against
arguments for these two scientists to document your ideas).
 Explore perceptions of scientists and their contributions to the development of ideas in science. Explain that students
have only four words to describe a scientist, e.g, Alessandro Volta. Ask them to draw a scientist and record four
words in their scientist journals. Use the Think/Pair/Share strategy (see note).
this stage, focus
discussion on Volta’s life
history.
Step 9 Note: A
chronological list is a
vertical summary of a
series of events in order of
their occurrence This list
allows the reader to refer
quickly to major events
and includes a title, the
date of each event and a
description of the text.
Think/Pair/Share
Think: Students think
individually about four
words that would use to
describe a scientist.
Pair: Each student
discusses their ideas with
a partner.
Share: Each pair shares
their ideas with the class.
a) Ask students to use
their science journals to
record their ideas about
the importance of Volta in
the history of science and
electricity.
b) Research further
information about Volta
and create a multimedia
presentation about his life
and research.
10. Update the class science chat-board by adding pictures, questions, ideas, findings and reflections. Add new words to
the keywords section.
11. Introduce a new heading on the class science chat-board, BATTERIES. Ask students to explore their homes to
identify battery-operated devices. Students are to add their findings, including images of devices and batteries from
catalogues or magazines, to the class science chat-board.
http://www.thefreedicti
onary.com/energy
Literacy Focus;
Tables
Why do we use a
table?
We use a table to
organize information
so that we can
understand it more
easily.
What does a table
include?
A table includes a title,
column with heading
and information
organised under each
heading.
W3 – L1
Essential Energy
Susceptible to shortages – Delicate Definitions
Purpose:
- explore the different types of energy identified by scientists
- observe the different types of energy used in their school
Lesson
1. Review the previous lesson.
2. Discuss the features of a glossary, explain that as the unit progresses, they will create a glossary in their science
journal.
Remind students that many different dictionaries and glossaries have different descriptions for a word, it can mean a
different thing in a different situation.
3. Model the development of a glossary on their iPad by using the term ‘energy’. Write the term in the science journal and
follow it with the sub-tile ‘common usage’ Invite students to describe what they think the term ‘energy’ means in their
everyday lives. Add the agreed description to the class science journal.
4. Write the sub-title ‘scientific usage’ under the term ‘energy’ in the glossary in the class science journal.
5. Introduce the cards with ‘Types of energy’ and explain that it can be useful to think of energy in types. Hold up each
card and discuss the energy type it represents. Add the cards to the science chat-board section that relates to the energy
types.
6. In cooperative teams students will identify the different types of energy types are present in the school and what they
are used for.
7. Introduce the school energy survey and explain that the speakers will record their teams‘ observations in the table.
Explain the purpose and features of a table.
8. Discuss the differences between column 2 and 3 on ‘School energy survey’ for example the book has gravitational
energy whereas a light bulb emits light energy and uses electrical energy. Model filling in an observation in the table.
Teacher
background
information: EE
page 18-20
9. Discuss appropriate behaviours when walking through the school being careful not to disturb others. Manager collect
equipment. As a class walk around the school.
10. When you return to the classroom ask speakers to share some observations they have recorded.
* What types of energy are present in the school?
* What types of energy are not present in the school?
* What types of energy are used most in the school? Why do you think that?
11. Use sentence started to film each others responses
* Today we…
* I found out that…
* I think it would be useful for STIVS to know…
* I enjoyed/ did not enjoy…
* I want to know more about…
Maths: Ask the
students how mush
different appliances
cost to run per hour
given the price per
watt and the per year
and compare them
with other appliances.
http://aglsmarterliving.
com.au/energyefficiencyadvice/energytools/appliance-costguide/
W3 – L1
Essential Energy
Susceptible to shortages – Marvellous Machines
Purpose:
- identify how household machines transform one type of energy into another
- explore electrical energy usage in and around the home
Lesson:
1. Review the previous session, focusing students attention on the different types of energy that they observed in the
school.
Remind students of the initial letter from STIVS and the overheard conversation, asking such as:
* What do we use electricity for?
* How many different things use electricity?
2. Brainstorm what they think of when they hear the word ‘machine’. Record answers in the class science journal.
3. Introduce the ‘scientific usage’ definition of machine as something that transforms one energy type to another, or
transfers energy from one object to another. Discuss the term ‘transfer’ is the movement of one type of energy from one
place to another. Discuss the difference between ‘transfer’ and ‘transform’ and add them to the class glossary. Explain
that a ‘transfer’ is the movement of one type of energy from one place to the another. Explain that ‘transformation’ is when
energy takes on another form, for example a television transforms electrical energy into sound light and heat energy.
4. Ask the students if they can identify any examples of machines among the objects that they studied during the previous
session. Ask them in the machines transfer or transform energy and what types of energy are involved.
5. Discuss how home appliances are machines that perform useful tasks in the home, generally by transforming electricity
into other forms of energy. Explain that students are going to investigate their homes to identify appliances that are using
electricity, for what purpose and how often. Add the term ‘appliance’ to the glossary in the class science journal.
6. Introduce ‘Auditing Appliances’ and discuss how to record observation about appliances. Explain that watts are the
units used to measure how quickly energy is used. For example a 75W light globe uses energy quicker than a 15W light
globe. Model the activity, explain that some appliances display the number of watts they use on a sticker. If the students
can not find the number of watts their appliances uses they could use the ‘Energy usage guide’. Model how to use the
guide.
Predict: Record how
they are modifying a
can to make the water
heat faster, for
example, by painting it
black.
W4 – L1
Essential Energy
Here Comes The Sun
Reason: Ask for
reasons to support the
precictions and record.
Eg. Black things reflect
less light so they might
absorb more sunlight if
they were black.
Lesson:
1. Review unit using the science chat board. Focus attention on STIVS, questions about energy transfer and
transformation and their thoughts.
Observe: Explain that
teams will be recording
the temperature of the
water at intervals of
time and noting their
results in a table.
3. In collaborative teams students are going to investigate how best to heat water in a can, using energy from the sun.
Discuss how students will set up two cans in the sunlight, one plain and one modified and compare the temperature of the
water in each over time.
Explain: Ask teams to
compare their
predictions with their
observations and
explain why the results
did or did not match
their predictions, for
example ‘The black
can did not heat the
water faster than the
other can. However
the water did not get
Purpose:
- work in collaborative learning teams to investigate how energy from the Sun can be used to heat water
- Modify a soft drink can to investigate how to heat the water faster.
2. Ask students if they have any observations from their home projects. Discuss how heating water can represent a
significant cost in energy for a household. Brainstorm ways of heating water. Identify which ways involve energy transfer,
for example solar heating.
4. Introduce the PROE.
5. Discuss how to keep the test fair. Eg;
- keep the quality of water in cans the same
- put the two cans in the same spot in the sunlight
- leave the cans in the sunlight for the same amount of time
Record students’ thoughts in the class science journal
6. Complete investigation
7. Ask questions such as;
* Why do you think the water in the can heated more quickly than the water in that can?
* How might the design be improved to make the water warmer in the same amount of time in the same conditions?
* Do you think this is a good way to use energy from the Sun?
Teacher
background
information: EE
page 31-32
as hot as I expected.
Maybe this medication
could be combined
with others to get an
even better result.’
Solar powered
ovens;
http://www.csiro.au/hel
ix/sciencemail/activitie
s/solaroven.html
Record students’ thoughts in the class science journal
8. * What worked well with the investigation?
* What didn’t work well?
* What would you do differently next time?
9. Discuss the advantages and disadvantages of using the Sun to heat water for a shower using this method compared to
other forms of heating. Ask questions such as;
* How many cans of water would you need to heat?
* What would you do on cloudy days?
* What are the advantages of heating water this way compared to other ways?
* What are the disadvantages of heating water this way compared to other ways?
Explain that scientists have developed hot water systems that heat water quickly and store hot water for days when there
is no sunlight.
10. Students record what they have learnt by using sentence starters;
- Today we…
- What I have learned about energy transfer is…
- I think it would be useful for STIVS to know…
- I enjoyed/did not enjoy…
- I want to know more about…
Organise a progress report to be sent to STIVS.
NOTE; W4 – L2 and
L3 must be completed
in order
We use an annotated
diagram to show parts
of the object and how
they work.
An annotated diagram
might include an
accurate diagram, a
title, a date and a few
words about each of
the parts and how they
work. A line or an
arrow joins the word
and the part.
W4 – L2
Essential Energy
Mobilising Movement – Whirling water
Purpose:
- work in collaborative learning teams to create a waterwheel
- identify one variable to change on their waterwheel
Lesson
1. Using the science chat board brainstorm other simple ideas about energy transfer, eg. Movement energy from one
marble being transferred to another after a collision.
2. Ask if students can think of any other types of energy that could be used in their local environment, for example wind
energy, water energy or coal energy.
3. Explain that students will be exploring how humans can use movement energy, such as contained in wind or streams.
Explain that students will be working in collaborative teams to build a wheel that can be turned by running water and lift a
small weight.
4. Explain that students will be testing their efficiency of their waterwheels. Discuss what the term ‘efficiency’ might mean
Teacher
background
information: EE
page 38-39
in terms of machines using energy. Introduce the idea that efficiency is the amount of ‘useful’ energy a machine produces
compared to how much energy receives. Add the term ‘efficiency’ to the glossary.
5. Introduce the waterwheel procedure text. Discuss with students how they would know if one waterwheel was more
efficient than another for example, a more efficient waterwheel would lift water faster.
6. Ask students thing they might affect the efficiency of a waterwheel. Brainstorm variables, such as the number of
blades, the angle of blades, how water hits the blade and the type of weight.
7. Brainstorm methods of testing the efficiency of the waterwheel. Explain that students will be testing how quickly the
waterwheel lifts the weight. Discuss with the students how to make a fair test. Eg. Same weight, same amount of string
8. Introduce the waterwheel investigation planner. Model how to choose one variable to investigate and write a question
for investigation, for example ‘What happens to the time to lift the weight when we change the number of blades?’ Ask
teams to identify how they will keep the test fair.
Change: the number of blades
Measure: the time to lift the weight
Keep the same: the material the blades are made of, the size and shape of the blade, the angle at which it hits the water
hits, the length of the string and the weight.
9. Explain that students will test the waterwheel three times. Discuss why it is necessary to perform more than one trial.
Asking questions such as;
* Do you think the test will be identical every time?
* What might change?
* How might that affect the result?
* How might that affect our conclusions?
10. Ask students to draw an annotated diagram of their waterwheel in their recording results planner. Discuss the purpose
and features of annotated diagram.
http://www.actew.com.
au/Community%20and
%20Education/Water
%20Education%20Too
ls.aspx
W4 – L3
Essential Energy
Mobilising Movement – Winning Waterwheels
Purpose:
- work in collaborative learning teams to test their changes waterwheel
- discuss and compare their results
Lesson
1. Review the previous lesson and explain that in students are going to complete trials of their two water wheel designs.
2. Ask students to complete the discussing results section by;
- writing a claim to answer their original question, for example ‘Having more blades make a waterwheel more effiecient’,
recording a summary of their evidence and why it supports the claim, for example ‘The waterwheel with more blades lifted
the weight faster. As it was a fair test, the number of blades was what made the waterwheel more efficient.’
- discuss whether the claims matches their original prediction, for example ‘I thought that the waterwheel with more
blades would be more efficient and it was. I think that this is because the blades catch more of the water that is flowing
past.’
3. Ask the teams to compare their results with other teams in the class, looking at the patterns. Ask questions such as;
* Did other teams find evidence that supports your claim?
* Do other teams have different claims? Why do you think that is?
4. Discuss the investigation;
* What variables affect efficiency of the waterwheels?
* What did we find that we didn’t expect? Why was it surprising?
* What did we find that confirmed what we thought? What did we learn from that?
* What went well with the investigation?
* What didn’t go well? How could we have done it better?
* What are you still wondering about?
5. Brainstorm what types of energy they can recognize and where the energy is being transferred or transformed. Eg.
- The water has gravitational energy when it is held up high.
- The energy is transformed into movement energy as it falls.
- The movement energy of the water is transferred to movement energy of the axle when it hits the blades. Some
movement energy is transformed into sound energy because we can hear it.
- The movement energy of the axle is transformed into gravitational energy of the weight as the string wraps around the
axle.
If students have previously explored friction, discuss how increasing friction within the windmill reduces its efficiency
because movement energy is transformed into heat energy.
6. Discuss what use waterwheels have;
* Are there rivers in the local area that might have a lot of movement energy?
* How would a waterwheel affect the biology of a river, eg; disrupting fish swimming or aerating the water.
* Do rivers always have movement energy?
* What might happen during floods and droughts?
* What might putting a dam on a river achieve?
* What kids of environmental impacts might putting a dam on a river have, for example flooding, disruption, of migration
along the river, stable supplies of water for animals.
7. Discuss how different civilations have developed waterwheels for different means and the fact that the waterwheel was
probably invented at least twice.
8. Use science sentence starters to support students writing.
- Today we…
- What I have learned about energy transfer and transformation is…
- What I have about scientific investigation is…
- I think it would be useful for STIVS to know…
- I enjoyed / did not enjoy…
- I want to know more about…
Explain
In the Explain phase
students discuss
and identify patterns
and relationships
within observations
and develop
scientific
explanations.
Note: Discuss the need
for the electron students
to walk slowly around the
circuit without pushing or
overtaking other
‘electrons’.
W5 – L1
It’s electrifying
Enacting electrons
Purpose:
- participate in a whole-class role play of a electric circuit
- discuss the role and the components of an electric circuit
- represent their understanding using a circuit diagram
The teacher will need:
- an open space for role play
- 1 decorated container (eg a bucket decorated with tinsel, cellophane or crepe paper) for the ‘bulb’
- 50-60 (twice as many as the number of students) packets of energy (eg, pegs, counters)
Lesson:
1. Review the unit using the class science journal and the class science chat-board. Discuss what students have
investigated about electric circuits.
2. Explain that in this lesson students will participate in a whole-class-role play to represent what happens in an electric
circuit. Brainstorm what will be represented in the role-play (e.g, battery, bulb, wires and what equipment would help the
representation). Explain that each student will take part in the simulation of the circuit. Finally, explain the purpose and
features of a role-play and what equipment that could be used to show this,
* The decorated bucket could represent…(The light bulb)
* What formation will we need to make? (An oval or circle)
* To represent the battery and the bulb, one student could…(Sit on a chair)
3. Ask the students to form an oval shape (alternatively mark one out with rope/chalk). Place a chair at end of the oval.
Position the same number of students between the chairs on each side of the oval. An even distribution of numbers will
help students see that the electric current is constant around the circuit. Ask two students to be seated in the chairs – one
student represents a ‘battery’ and the other a ‘bulb’ (alternatively the two students could wear a badge/sign with these
roles labeled).
4. Discuss what name could be given to the path to be taken by the students who are standing in the circuit representing
the wire, which has electrons in it, e.g, ‘wires’. Explain that within the wires, there are particles called ‘electrons’ and the
role of each of the standing students is to be an ‘electron’. Explain that the electrons can carry electrical energy around
the circuit. Discuss where the electrical energy will be sourced from (the battery) and where it will travel (to the bulb). Give
the decorated container to the bulb student.
5. Introduce the packets of energy (e.g, pegs or counters) that the ‘battery’ will provide to the ‘electrons’. Discuss how the
Teacher
background
information: IE
page 38
‘electrons’ will carry the packets of energy to the ‘bulb’ and how the ‘bulb’ will transform the energy into heat and light
when the ‘electrons’ drop the energy packets into the bulb’s container (see note).
6. Begin the simulation by asking the ‘battery’ to give the first ‘electron’ a packet of energy and signaling to all of the
‘electrons’ to start moving in a clockwise direction. All ‘electrons’ move at once. Provide the ‘battery’ with enough packets
of energy so that each ‘electron’ can complete two laps of the circuit.
7. As the ‘electrons’ pass by the ‘battery’, the ‘electrons’ take one packet of energy, which they carry to the ‘bulb’. When
passing the ‘bulb’, the ‘electrons’ drop their energy packets into the ‘bulb’s’ container. The student simulating the bulb can
then shake the decorated container to represent energy being transformed into light and heat as the packets of energy
are dropped in.
8. After dropping off their energy packets, the ‘electrons’ continue to move and return to the ‘battery’ to pick up another
energy packet. When the last packet of energy has been given to an ‘electron’, ask the ‘electrons’ to stop moving and sit
down where they are. Without further energy from the battery to ‘push’ the electrons around the circuit, they all stop
moving.
9. Discuss the simulation and each of the following roles,
Battery: contains chemicals which possess chemical energy. When the chemicals react with each other, they generate
electrical energy. The battery is the source of electrical energy and provides the ‘push’ to make the electrons move.
Electrons: carry the electrical energy from the battery to the bulb – this is energy transfer.
Bulb: changes the electrical energy into light and heat energy – this is energy transformation.
10. Review students’ observations of the ‘V’ symbol on batteries and the biography of Alessandro Volta. Explain that
‘voltage’ is a measure of the push and is recorded in ‘volts’, which are represented by the letter ‘V’. The larger the number
of volts, the larger is the push the battery can provide. Discuss the terms ‘transfer’ and ‘transform’. Discuss the way that
the electrons move in a stream and are not used up. Note that there is the same number of electrons (students) at the
beginning as there is at the end of the simulation.
11. Discuss what happened when the battery used up all its packets of energy (e.g, the chemicals in the battery were
used up and could not generate any more electrical energy or ‘push’, so the battery ran out of energy packets to give to
the electrons and the electrons stopped moving. No electrons flowed through the bulb to provide energy, so the bulb did
not light up.
12. What are the limitations of this role-play? One example, the packets of energy do not accumulate in the bulb, but are
changed (transformed) into light and heat, which travel away from the bulb. Discuss that it can be difficult to represent all
the elements of a phenomenon through a role-play.
13. Count the number of energy packets given to the battery. Repeat the simulation again. Ask questions,
 How many connection points are there on the bulb? (Two.) Why? (One for electrons to enter and one for electrons to
leave the bulb.)
 How many connection points are there on the battery? (Two.) Why? (One for electrons to leave the battery and one
for them to re-enter).




Why are there two wires? (To connect the connection points of the battery and bulb, creating a circuit.) A circuit can
be created with just one wire, as seen in Lesson 2.
What is the energy source? (The battery).
Where does the ‘push’ come from to move the electrons? (A chemical reaction in the battery.)
What happens to the electrical energy when it gets to the bulb? (It is transformed into light and heat.)
14. Count the number of energy packets at the end of the simulation and note that the number is the same as that given
to the battery at the beginning. Explain that no electrons have been used up; rather, the chemical energy of the battery
has been transformed into electrical energy, which moves the electrons. The electrons move through the circuit, lighting
the bulb before returning to the battery. Eventually, then chemicals in the battery will be used up and the bulb will not glow
because there is no more chemical reaction to make the electrons move.
15. Model how to draw an annotated diagram and explain the purpose and features of an annotated diagram (see note).
16. Students draw an annotated diagram of the role-play in their science journals. Students annotate their representation
and explain each part of the circuit. Support students to show more detail using probing questions,
 Could you tell me more about that?
 What do you mean by that?
 Tell me more about your description of the word…circuit?
 What about when we…?
 Scientists have found that…How does that fit with your ideas?
Step 15 Note: An
annotated diagram is a
representation used to
illustrate the function of the
parts of an object. The
diagram includes an
accurate drawing, title, a
date and notes on the
function of each part. A
line or arrow connects the
annotation to the part it
describes.
17. Share students’ examples – create a class circuit diagram in the grade’s science journal, complete with annotations.
Students review their diagrams and make modifications using a different coloured pencil. Maybe
18. Conclude lesson by updating the science chat-board.
Elaborate
In the Elaborate
phase students plan
and conduct an
open investigation
to apply and extend
their new
conceptual
understanding in a
new context.
Flow chart
We use a flow chart to
describe a sequence of
events or the stages in a
process.
A linear flow chart
organizes events or
stages in a line. Arrows
are used to indicate the
sequence in which they
occur.
Factual Text
We use a factual text
to teach or persuade
W5 – L2
Essential Energy
Domestic Help
Purpose
- create flow charts to show energy transformations and transfers
- read and discuss factual texts about how to generate electricity
- compare benefits of different energy sources
Lesson:
1. Discuss what the students have learnt about energy transformation and transfer. Explain that energy is not created or
destroyed; it is only transferred or transformed into another type of energy.
2. Students will work in team to create flow charts of energy transfers and transformations that they have studied to send
to STIVS. Discuss the purpose and features of a flow chart.
Teacher
background
information: EE
page 51- 53
someone reading it.
We can use a factual
text to collect
information.
A factual text includes
a heading, writing and
pictures. It might
include labels, graphs,
maps and
photograghs.
3. Ask the teams to make their flow charts more complte by imagining energy transfers that might happen after what they
saw. Eg ‘The movement of the energy of the windmill transformed into gravitational energy when the weight was lifted.
The string was cut and the stone fell, transforming gravitational energy into movement energy. The weight fell on a grain
of wheat and crushed it, transforming movement energy into deformation energy.’
4. Team complete activity.
5. Speakers to share the ideas with the class and discuss the end points, or the ultimate sources of energy.
6. Explain that students will read a text that explains how electrical energy is generated. Ask students, as a class or
individually, to read through the factual text ‘Where does electrical energy come from?’ highlighting key words nd ideas.
Discuss the purpose and features of a factual text.
7. * What types of energy can be transformed into electrical energy?
* How can types of energy be transformed?
* Can you add extra steps into your flow charts? Which ones?
* Which sources of energy are renewable? Why do you think that?
* Which sources of energy are sustainable? Why do you think that?
* What are you still wondering about?
Investigate news
stories about real life
events when areas
have had electricity
sources removed.
W5 – L3
Essential Energy
Necessary Energy
Purpose:
- present the results of their investigations about the use of appliances
- identify what electricity is used for in households and how it is used
Lesson
1. Review the previous lesson by asking questions such as;
* Why do we connect houses to electric power lines?
* What is electricity used for in the house?
* How many machines would be affected if we no longer had electricity?
2. Explain that students will be filling out a table for each appliance they have identified at home. Discuss the terms on the
sheet:
 Energy types produced refers to the types of energy the appliance transforms electrical energy into
 Rates of use refer to how whether people really need it
 Necessity refers to whether people really need it.
3. Allow time for teams to complete their resource sheet.
4. Ask the teams to share their results with another team in their class to identify similarities and differences in their
thinking.
5. * Which machines are used often? Did we have similar responses for this? Why?
* Which machines are necessary? Did we all have similar responses for this? Why?
* What would people do if those machines were no longer working?
* Which machines could people easily do without?
* What do you think would happen if your house had no electricity for several days?
* What do you think would happen if you house had no electricity for several weeks?
6. As a class, compose an answer to STIVS five initial questions.
* What have we learnt?
* What can we claim? Are we sure of our claim? What is our evidence to support our class?
Note: A table is used to
organize information so
that it can be accessed
more easily. It consists of
a title, columns with
headings, and
information organized
under the appropriate
headings.
W6 – L1
It’s Electrifying
Problem Solvers: What’s it all about
Purpose:
- formulate a question for investigation
- construct a circuit and test their question for investigation
- observe, record and share results
- discuss materials that conduct electrical energy
Teacher
background
information: IE
page 44
The teacher will need:
- read teacher background information on pg.44, and investigation set up on pg.45
- Create ‘scientisis’ materials box’ containing items on page 46.
- prepare an enlarged copy of ‘Lab notes: What’s this all about?’ (Resource sheet 6) & ‘Problem solver: Investigation
planner’ (resource sheet 7).
Lesson:
1. Review previous lesson completed in the EXPLAIN phase
2. Students will be working in cooperative learning teams to solve a mystery. Introduce and read through an enlarged
copy of ‘Lab notes: What’s this all about?’ (resource sheet 6). Then introduce one set of ‘Essentials for the investigation’
and the ‘scientists’ material box’ equipment.
3. Explain that each team will be constructing their own version of the circuit on Resource Sheet 6. They will use the
‘Essentials for the investigation’ and the ‘Scientists’ materials box’ equipment to solve the problem presented by the
missing scientists.
4. Explain the first task for the teams will be to discuss the problem. They will establish what the scientists could have
been investigating and what their question for investigation was.
Step 6 Note: Some ideas
could be…the scientists
wanted to know which
materials could be places
across the gap to complete
the circuit, and their
question could have
been :’Which materials
5. Form teams and allocate roles. Managers collect team copy of Resource Sheet 6 to facilitate team discussion about
the question for investigation.
6. Teams now share ideas about what they thought the scientists could have been investigating. Record ideas in the
class science journal (see note).
7. Explain that the students are now going to take the place of scientists. Introduce an enlarged copy of Resource Sheet
7. Discuss with the class the investigation process and decide on the investigation question. Record the question on the
enlarged copy of ‘Problem solver: Investigation planner’ (Resource Sheet 7) in the class science journal.
8. Check the materials that might be needed to investigate the question.
 Check that all the connection points are well connected
 Check that the battery is not flat
 Check that the light is not broken
9. Ask students to record their question for investigation, their prediction of what will happen, and what they plan to
change, measure/observe and keep the same – add these details to their copy of ‘Problem solvers: Investigation planner’
(resource Sheet 7).
10. Students make a list of available materials. Now they draw a diagram for setting up the equipment on their copy of
Resource Sheet 7.
11. Discuss the purpose and features of a table (see note). Students will used this method to record the results of their
investigation.
12. Provide teams with time to construct their circuits, test the materials and record their findings in the ‘recording results’
table on resource sheet 7. Encourage the class to discuss the investigations and explain which materials electrons
passed through and which materials electrons didn’t pass through.
13. Suggest keywords the students could use to describe and label the two groups of materials. E.g, the students could
call the materials that did not allow electrons to pass through – Blockers? Stoppers? Preventers? While materials that did
allow electrons to pass through could be called – Flowers? Passers? Allowers?
14. Introduce the terms ‘conductors’ and ‘insulators’ as scientific words that are used to describe the two groups of
materials.
15. Students are to summarise and record their findings and evaluate their investigation in the ‘Explaining results’ and
‘Evaluating the investigation’ sections of their copy of Resource Sheet 7.
16. Share and discuss their ideas recorded. Review the table discussed in Lesson step 11, and develop descriptions for
the terms ‘conductors’ and ‘insulators’. Record these descriptions in the class science journal. Discuss questions such as,
 How is electrical energy carried around a circuit? (By electrons flowing through the wire.)
allow electrons to flow so
that the bulb lights up?’

Why do some materials allow electrons to pass through them, while others don’t? (Conductors have electrons that
can move around, allowing electrical energy to flow through them, while insulators do not.)
17. Discuss improvements that could be made to their investigation. Some students could recognise the value of testing a
wider range of materials. Some students could recognise the value of testing more samples of each type of material (e.g,
testing more plastics to determine whether all plastics are insulators).
18. Add pictures, questions, ideas to science chat-board. Add new words to keywords section.
A procedural text is
used to describe how
something is done. It
includes a list of
materials needed to
complete the task, and
sequence of
instructional steps.
W6 – L2
It’s Electrifying
Switched On
Purpose
- discuss the role of switches in an electric circuit
- create a circuit diagram including a switch symbol
Lesson
1. Discuss the way devices were made to work, for example, a button or a switch. Discuss the circuits that students
constructed and any difficulties that were encountered in making circuit complete so that electrons could flow, for
example, the need to hold the wire to other components to complete the circuit.
2. Brainstorm examples of switches that students have used. For example, light switch, power point switches and
switches on electrical appliances.
3. Explain that students will be working in cooperative learning teams to construct two different types of switch and
investigation the role of a switch in an electrical circuit.
4. Explain that the teams will make both types of switch, shown on ’Making switches’ one at a time.
5. After teams have constructed and tested the two switches, revise the need for a circuit to be complete in order for a
bulb to light up. Lead a discussion about why a switch is a useful component in an electrical circuit;
* What did the switch do in a circuit? (When it was not connected, it stopped the path of the electrons. When it was
connected the electrons travelled through it.)
* Why do we use a switch circuit? (To have more control over when the electrical energy is flowing; so that energy isn’t
wasted; so that the battery doesn’t g flat.)
6. Discuss how the switches constructed by the teams reflect switches that are used in devices and in the households.
For example, the paperclip switch is similar to power points and on-off switches, while the pressure switch is similar to the
function of buttons and keys used in remote control keyboards.
Discuss the materials used to make the switches and how this links to the students’ investigation in the previous lesson.
For example the switch materials were made from metal because metal is a conductor of electrical energy; the base was
made from card because it is an insulating material that prevents the electrical energy escaping from the circuit.
Teacher
background
information: IE
page 53
7. Review the symbols already used in the circuit diagrams and introduce the circuit symbol for a switch.
8. Ask students to draw a circuit diagram that includes a switch, using electrical symbols. Ask them to annotate the
diagram to describe the role of the switch in a circuit.
Note: The amount of
electricity generated
will depend on factors
such as the amount of
acidity in the plant
material. If batteries
are not 2V light globe,
students might have
mis-wired it or there
might be a faulty
connection.
W6 – L3
Essential Energy
Full of potential
Purpose:
- make a simple battery following a procedural text
- work in collaborative learning teams to plan and conduct an investigation to determine the effect of a chosen variable on
the functioning of their battery.
- observe, record and share the results of their investigation
Lesson
1. Introduce a letter received from STIVS after sending the progress report. Introduce ‘Generating electricity’, and ‘Battery
procedure’.
2. Introduce a AA battery and discuss with students what they know about batteries and what they are used for. Ask
students how to connect the battery to an electric circuit to make a light globe glow.
3. Demonstrate how to create an electric circuit using one battery, the two wires and the light globe. Discuss the
importance of connecting ‘positive’ terminals to ‘negative’ terminals if an appliance has them. Ask students if they have
ever put batteries the wrong way into appliances and what happened when the did (nothing happened since a circuit was
not created and the electrical energy couldn’t flow).
4. Model drawing a picture of a completed electric circuit.
5. Introduce the second AA battery and ask students why two batteries might be used in an electric circuit (provide more
power). Ask students how they might add the second battery into the circuit that is drawn on the board. Discuss how
batteries can be placed in a series and discuss how the lemon battery on ‘Battery procedure’ is two lemon ‘batteries’ in
series.
6. Model how to use a voltmeter. Discuss how to read a voltmeter.
7. Allow times for teams to construct their battery.
8. As a class discuss what students have observed while making their battery. Brainstorm variables that might affect the
amount of energy the battery generates for example the type of plant material, the number of pieces of plant material, the
type of metal involved, the amount of metal, the temperature of the plant material or the temperature of the room.
9. Review with students how to write a question for investigation by choosing one variable to investigate, for example,
Teacher
background
information: EE
page 64-65
‘What happens to the electricity generated by the battery when we change the type of plant material?’
Change: one variable, for example, the type of plant material
Measure/observe: the volt/the brightness of the LED light
Keep the same: the number of pieces of organic material, the type of metal, the amount of metal.
10. Ask students to draw a table to record their results.
11. As teams are planning ask questions such as:
* Have you thought about?
* That’s interesting! Can you tell me more about..?
* Is there another way…?
12. Ask speakers to share their teams’ results. Ask questions such as;
* What was your question for investigation?
* What is your claim to answer that question?
* What is your evidence for the claim?
* Why does your evidence support your claim?
* Does your claim match your prediction? Why do you think that is?
13. As a class, discuss the investigation, asking question such as:
* What variables affect the functioning of the battery?
* What did we find that we didn’t expect? Why was it surprising?
* What did we find that confirmed what we thought? What did we learn from that?
* What went well with our investigation?
* What didn’t go well? How could we have done it better?
* What are you still wondering about?
14. As a class compose an answer to STIVS asking questions such as:
* What can we claim about the battery?
* Given that the battery we created only lights up a small LED, would we recommend it as a way of producing electricity?
Why or why not?
* What other sources of energy could we suggest?
Evaluate
In the Evaluate
phase students
reflect on their
learning journey and
a create literacy
Note: It is important
that symbols are used
only when requested.
Similarly if a symbol is
not requested only use
words.
W7 – L1
It’s Electrifying
Bright Sparks, sharing what we know
Purpose:
- participate in a word loop activity
- work in cooperative learning teams to prepare a model of a torch
- prepare a description that communicates the main ideas of their model and how an electric circuit works
- share models and descriptions with an audience
- reflect on their learning during the unit
product to rerepresent their
conceptual
understanding.
Lesson
1. Introduce the loop card activity and organize the class to complete the activity that uses the scientific vocabulary of the
unit.
2. In cooperative learning teams construct a model of a torch to show what they know and what they have learned about
electric circuits. Explain that students are also going to prepare a description of how the model works and introduce or
discuss the ways in which the students could do this. Examples include;
- write a procedure for constructing an electric circuit
- create a mini dictionary of key terms and ideas associated with the model
- create a mini-poster that can be displayed with the model
- make a computer based presentation
3. Review the activities students have completed during the unit and discuss what information students could include in
their description, for example;
- what an electric circuit is
- the components of an electric circuit, and their roles
- the role of conductors and insulators in an electric circuit
- what happens to energy in the circuit
4. Brainstorm presentation ideas.
5. Introduce an enlarged copy of ‘Torch template’ and explain how the students will use it to build their model. Discuss the
information that you will be looking for to access students models and description;
- evidence of electric circuits, conductors and insulators and what happens to energy in a circuit
- well organised information
- effective written and oral communication
6. Provide students with time to plan and construct their models and descriptions.
7. Provide students with time to reflect on their learning in the unit and complete their copy of ‘Bright sparks: Reflecting on
my learning’.
W8 – L1
Essential Energy
Community Choices
Purpose:
- review and reflect on their learning during the unit
- read and discuss the propaganda text
- discuss the role of scientists and scientific information in society
- create texts to communicate what they have learnt
Lesson
1. Discuss how the investigation for STIVS has progressed. Ask questions such as:
* What have we learned?
* What are you still wondering about?
* How could we improve the investigation next time?
* How could we improve our collaborative work?
2. Explain that you have received another letter from STIVS. Explain that students will be reading a piece of propaganda
that Short Circuit wrote about his activities.
*What kind of information might be found in a piece of propaganda?
* Why are such texts written?
* How is science information used to represent a point of view?
* Why has Short Circuit chosen to draw a comic-book style for his propaganda?
3. Allow time for students to read resource ‘Propaganda for Short Circuit’.
4. Ask students to critically reflect of the piece, using questions such as;
* Do you think the comic is reliable?
* Can we trust the information? Why or why not?
* Are there facts that are true in the comic?
* Are the conclusions drawn from the facts valid?
* Are there claims that are not supported by evidence?
5. Discuss the role scientists and scientific information in society, for example, science has led to changes in the way
people live. Discuss how scientists’ finding can influence personal and community choices, and the importance of how
they are interpreted.
6. Discuss how it is important for scientists not only to find new evidence and test theories, but also to effectively
communicate what the find to the people in the community can make informed decisions.
7. Explain that students are going to create presentations to communicate what they have learnt to the community.