Misconception 2

Energy is only generated by humans and is a fuel type

substance. (The American Association for the Advancement of
Science, 2013)
About
The AAAS (p. 338, 2013) says students can associate energy as something purely generated
by humans or movement resembling the qualities of fuel and depleted with use. The AAAS
(2013) further goes on to say students do not readily accept energy can be conserved or
derived from multiple sources as thier main interactions with energy involve day to day
activities including electricity in their homes and filling the car with fuel.

Scientific View
To understand energy sources, students need to investigate and evaluate different types of
renewable and non-renewable sources (The Climate Literacy and Energy Awareness Network
(CLEAN), 2015). Students may have some knowledge of resources but are unable to explain
or understand (Science Netlinks, 2015). The most effective teaching and learning of energy
comes from providing multiple perspectives, exploring benefits, downsides as well as social
and economic issues in order for students to develop an authentic, contextual knowledge
and appreciation applicable to their own lives (Science Netlinks, 2015). CLEAN, (2015) states
that the primary sources which humans transform into energy include gas, coal, oil, uranium
(non-renewable) and biomass, sun, wind, water and geothermal energy (renewable).

Links to the Australian Curriculum (ACARA, 2015)

Year Level

Year 6

Content Description

Science Understanding (Physical Science)

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

investigating the use of solar panels

considering whether an energy source is sustainable

Elaborations

Teaching Strategies and Suggestions

Critical teaching ideas

There are multiple alternate energy sources for generating electricity.

How do alternate energy sources work?

How effective are alternate energy sources?

Energy production involves transformation chains involving sources including coals,

gas, wind, solar and hydro.

Renewable and non-renewable sources.

(Department of Education and Training, 2014)

Engage

Read article about an energy producing toilet to hook students and engage.
http://www.futuresparks.org.au/inspiration/future-technology/pee-ple-power.aspx

Explore

Students write as much as they can in 5 minutes about energy and where it comes
from.

Check current understandings by discussing:

o What is energy and where does it come from?

o Is there more than one source?
o What is a renewable energy source? Examples?
o What is a non-renewable energy source? Examples?
Create a word wall and learning poster based on responses.

Show students a PowerPoint and complete a table: object, what power it

has/is emitting what is the source of power. This will trigger students
thinking to be acceptant of multiple energy sources.
http://www.oresomeresources.com/resources_view/resource/powerpoint_energy/sectio
n/resources/parent/category/

Click the article about sources of electricity and alternate energy sources. Cut
paragraphs out and hand each student a piece of the script to re-enact as a play to
develop an understanding of multiple energy sources.
http://www.futuresparks.org.au/why-we-need-clean-energy/what-is-clean-energy.aspx

Students login individually to complete Energy Chains: Power Up learning object

about regular power stations covering components and how it works as well as then
exploring and creating alternate energy sources to expand their knowledge. Students
can print or screenshot work for teacher review.
http://www.scootle.edu.au/ec/viewing/L2356/index.html

Construct solar powered pizza box ovens to cook english muffins to show the sun as a
source of energy. While cooking, review solar energy from previous task. Complete a
POE reflection before, during and after. Measure the temperature at regular intervals,
draw diagrams and list down factors which may affect the outcome (sunlight, clouds,
rain, positioning, wind, size, colour plate and so on). Predict what will happen if
direction of the oven is changed. Compare results.
Predict

Observe and
draw diagram

Befo
re

Duri
ng

Afte
r

Explain

Temperature

Befo
re

Duri
ng

Factors
affecting
test (such
as
weather)
Aft
er

Reflect on solar power uses in their own lives and the effectiveness of this as a power
source.
http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/other/solar.html
Investigate other places around the world using solar energy. Record ideas. Would the
oven work the same in different places? Create a design for a new solar powered
product.

Build windmills which lift weight in small groups to show wind can be used as a source
of energy. Instructions can be found here:
http://www.sciencenter.org/climatechange/d/cart_activity_guide_wind_works.pdf
Groups to use different length blades for comparison. Talk about fair testing. Collect
data with graphs:
Group
name

Factor
1: wing
size

Factor 2:
Speed (1 to
5)
Tes Te
t 1 st
2

Factor 3:
Weight
lifted

Tes Te
t 3 st
1

Te
st
2

Averag Avera
e speed ge
weigh
t
Te
st
3

Have students reflect on what happened by drawing a diagram and answering what
did you see? What worked the best? What does this lead you to believe? What
factors affect the energy creation?

Build waterwheels to demonstrate water as a source of energy.

http://howto.wired.com/wiki/Build_a_Plastic_Cup_Waterwheel
Group
name

Observations

Explai
n

Weight lifted

1st
Test

2nd
Test

Avera
ge
speed

Factors
affecting
test
(such as
weather)

3rd
Tes
t

Which design was best and why? What conclusions can be drawn from the data? Was it a
fair test? What have you learnt? Is water power an effective means of energy production?
Why, why not? Can you think of real life examples?

Explain

Play video: http://www.switchenergyproject.com/topics/energyissues#/energy-overviewfoundations-of-life comparing sources.

Why are many countries now looking at alternative energy sources?
What choices are there and which would you recommend? Why?
What does the environmental and social cost mean? Can you provide examples?
CLEAN, (2015) states students must be provided pros and cons when learning different
energy sources.

Elaborate
To strengthen beliefs of multiple energy sources, discuss environmental problems
related to energy production including air pollution, greenhouse gas and climate
change. Play video from the EPA website on the greenhouse effect and explore the
greenhouse calculator.
Video - http://www.epa.vic.gov.au/AGC/animations.html
Greenhouse calculator - http://www.epa.vic.gov.au/AGC/home.html

Present students with a problem: currently, our main source of electricity from power
stations is having negative effects on the environment. Brainstorm ideas for alternate
energy sources and create a pros and cons list for each to gauge students new level
of understanding around the misconception.

Evaluate

Students create and present a PowerPoint by researching the following questions:

o What are the different types and features of energy?
o What are the advantages and disadvantages of each?
o Are they environmentally friendly and or sustainable?
o Why have alternative energy sources not become the most popular form of
energy?
Teacher uploads the resources used so far to the class blog providing access to
research materials for the task.