SCIENCE

Planning
Document
Primary
University of
Notre Dame

YEAR 6- Energy from a variety of
sources can be used to generate
electricity.

English
Write a recount of the procedure (or report
CONCEPT MAP Humanities and Social Sciences
Research the different uses of sustainable energy in
on solar energy) you did in lesson 2 making

society eg: solar panels on house roofs, wind farms,

your own solar powered oven. Include tidal waves. Also research how the Indigenous people
scientific diagrams, scientific terms. Religious Education / Spiritual Education
lived sustainably before settlement.
ACELT1618/ACELY1714 Students will read the creation story form passage
Investigating sustainability of the environments in
Write a poem about the negative things that Genesis 1-11 in the Bible. Students will need to discuss which many indigenous peoples have lived
happen in the environment and then in the changes from how the land was when God created it sustainably over time.
contrast, all the positive things about nature. and what it is like today listing the changes. This will ACHASSK 140/ACHASSK 150
ACELT1800 need to be completed in a Venn diagram.
Brainstorm major issues in society surround
sustainability such as: water, non-renewable Drama
and renewable energy, greenhouses gases, Students are to role play what it would be like if
recycling and use as a stimulus for a short earth 2.0 never used sustainable energy and earth
story. For lower level students get them to go was destroyed. Students thinking about what
outside and find an object and use as a Concept: Energy Term: 2 would they do, how would they live, what might
be different in the way they lived and how would
stimulus. ACELT1618 Weeks: 5-10
The University of Notre Dame 2010 developed by C McGunnigle they feel. ACADRM035.

Maths
Technology & Enterprise Students will calculate their carbon footprint. Students will record their
Students will build their own town with renewable energy sources (eg: travels for a week. Students will track their data in a tally and then display in
Wind Turbines, solar panels on houses, tidal power). ACTDEP026 graphs. Students can also tally the distance travelled, number of passengers,
Students will explore electrical circuits, by deconstructing a torch or and possible alternative modes of transport. Students will collate and
buzzer ACTDEK020 compare their own data in small groups and present their findings in graphs
such as bar graphs, pictographs and line graphs. ACMSP147.

Geography
Exploring some national needs and wants in ICT
Australia and an Asian country (for example, Use of ipads to record experiments and Visual Arts
access to water, education, health care) and observations or using apps (eg: Padlet) for Students can design a colourful and
comparing resource limitations and decisions. discussion purposes eg: recording a hypothesis
educational artwork to put on a
Then exploring the costs of this and how much or group findings.
Using ipads to create posters about being windmill. Students are given a
money would be saved with the
sustainable and using renewable energy in windmill template to start.
implementation of sustainable energy.
society. ACAVAM115
ACHASSK139.

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T2 W5-10 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Science/Energy

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

5Es- ENGAGE (1-2 lessons)

To capture student interest and find out what they know about Energy
To elicit students questions/ prior knowledge about Renewable and non-renewable energy.
Diagnostic assessment used- in this lesson you will find out what the students already know about the types of Energy. This will allow you to take account of students existing ideas when planning
learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills

1 Electrical
energy
Scientific
knowledg
With
guidance
Students will: DIAGNOSTIC 1. Students will take their seats at their desks to Engage Lesson
1. Start a KWLH begin the lesson.
can be e is used pose
chart in their 2. Students will be presented with a slideshow of 5
transferr
ed and
to solve
problems
clarifying
questions
-5 slideshow
science journals 1.Work samples images (shown in Appendix 1) as a stimulus to
transfor and and make picture.
med in inform predictio on the topic of (KWLH Chart in introduce the topic and help students guess the
electrical personal ns about energy. science journals). topic of work we will be focusing on for the next
circuits and scientific
and can communi investigat 2. List key 5 lessons. -What is the
be ty ions vocabulary 2. Exit tickets to topic? -Question cards.
3. As a class we will have a discussion asking key
generate decisions (ACSIS23 assess if key -Why do we

related to the questions about the pictures. Students will break
d from a (ACSHE1 2) vocabulary think it is that?
range of 00) topic of energy. up into their desk groups and get question cards -What do we

identified add to
sources see in the
a checklist if to discuss the key questions
(ACSSU0
pictures?
97) can list some Students all need to have an attempt at
-What are the
vocabulary or a answering the questions and then each group different types
if they dont listen will pick 1 person to talk and relay back their of energy we
any. can see?
discussions to the whole class. (Question cards

3. Self-reflection: are on Appendix 1).

Record thumbs up, 4. Teacher will explain the purpose of a science
thumbs down, journal and how students will be using it over
thumbs in the the course of the unit.
middle on the We will use a science journal to record what we
checklist.
see, hear, feel and think so that we can look at it
Checklists shown
later to help ups with evidence. It includes dates
in Appendix 2. -What is
and times, text, drawings, photos and tables for
energy?

example. -What happens
5. Students will rule up 4 columns in their science if energy is
notebooks to make a KWLH and put in their transformed?
-What happens
headings (What we know, what we want to when energy is
know, what we learnt and how we know). transferred
-How is
-Science journals
Teacher will write prompts/key questions on the
electricity
board to help lower level students. (Shown in
made?
key questions box ). -What is
6. Students will complete the What we know electricity used
section about energy and in particular for?
-What is
renewable and non-renewable energy. renewable and
7. As a class we will watch a video explaining non-renewable
-Interactive
energy energy and
some types?
whiteboard
www.youtube.com/watch?v=wyVF6R9e6xE -Video

8. Students will need to be listening to the video
and will point out 2 things they discovered from
the video on an exit ticket (Appendix 2). Also on
their exit tickets students will highlight key

words such as solar energy, solar panels,

electricity that we can add to our class word
wall and words we will learn about throughout
the 5 lessons.
9. Students will go outside to the basketball courts
and play Its all about energy game. -Vocab Cards for
game.
i. On large cards write key words to do with the
unit, with each word there will be an action
that students must do. (Run through words
and actions first to familiarise students).
ii. All the students stand on line. When the
leader of teacher calls out the word, the
students must complete the correct action.
Eg: The word solar = run to the north side of
the playing field. (A list of the words and
actions is displayed on appendix 2).
iii. Students can be eliminated either by being
the last person to complete the action, or
completing the incorrect action.
iv. The game continues until there is only one
person left on the field. That person becomes
the leader in the next game.
v. Extension: You could also include a command
 that students have to give a right-handed
wave for energy sources that are renewable
and a left-handed wave for those that are
non-renewable. (Eg: Non-renewable =
nuclear, fossil fuels, oil, coal. Renewable
=Geothermal, wind, solar).
10. Students will give thumbs up, thumbs down or
thumbs in the middle of how they felt that lesson
went and if they are comfortable with the topic.
Teacher will record this observation in a
checklist (Thumbs up = tick, Thumbs down = X
and thumbs middle = --).

5Es- EXPLORE (2-3 lessons)
To provide hands on, shared experiences of Solar powered ovens
To support students to investigate and explore ideas about Solar Energy
Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills

2 Electrical
energy
Scientific
knowledg
Identify,
plan and
Students will: FORMATIVE 1. Students will take their seats at their desks. Explore Lesson
1. Construct your 2. Teacher will explain that today students will be
can be e is used apply the
transferr to solve elements own solar oven Assessments: learning about Solar Energy and how it works by

ed and problems of using a pizza box. 1. Observational making their own solar powered oven.
transfor and scientific
notes of group
med in inform investigat 2. Students will 3. Students will then think-pair-share how they
work and
electrical personal ions to work think solar energy works.
circuits and answer worksheet.
and can communi questions collaboratively in 4. Teachers will select 2-3 students to share their -Interactive
be ty and solve a group. ideas. whiteboard
generate decisions problems
d from a (ACSHE1 using
3. Brainstorm in 5. Students will watch solar cooking by National

range of 00) equipme your groups, Geographic link

sources nt and sustainable
https://www.youtube.com/watch?v=Ofn7jqPDTe -How does solar
(ACSSU0 materials
97) safely materials that Y energy work?

and you could use to
6. Teacher will then explain how solar energy works
identifyin
g make your oven. for example when photovoltaic cells capture the
potential radiations of the sun directly and do not rely on
risks
heat for their processes.
(ACSIS10

3) 7. Students will be paired into groups that are -Pre-chosen
already pre-chosen and displayed on the board. groups:

8. Students will get into their groups and then sit
quietly at their desk.
9. Teacher will discuss collaborative learning by
-What do we
asking key questions and also point to the team
need to
rules poster. [Appendix 5]. (Group rules = G = remember
give thoughtful feedback, R = respect others and when working
their thoughts, O = On task all the time, U = use in a team?
soft voices, P = Participate actively, S = stay with
your group).
10. Teacher will show students a pre-made solar
powered oven.
11. Each group one at a time will come up and look at
the solar oven to get an idea. Students are free to
explore and make their solar ovens how they
want (lower learners: can be provided with step-
by-step instructions [Appendix 3] that they can
follow if they need help. Also an EA will work
with a focus group of students). Higher level
students are free to make modifications and
adaptions.
12. Before students start they will need to complete
the first question of the worksheet what is your
prediction? And what do you think will happen
over time?. Students are then able to start their
solar ovens and will complete the worksheet
throughout the lesson. (Appendix 4)
13. When students are finished, they will complete a
gallery walk to look at other groups designs to see
how other students have done it and to think
about the improvements and adaptions they
could make.
14. Students will then discuss and brainstorm
together as a class other sustainable materials
students could use, such as glass (teacher will
make observations on students who participate
for assessment). [During brainstorm teacher will
offer wait-time to cater for students].
15. Extension: If students finish early they can watch
 Solar Energy BTN
(www.abc.net.au/btn/story/s4183229.htm) to
get a greater understanding of how solar energy
works and can write 2-3 sentences on an exit
ticket of how solar energy works. (Appendix 3).
16. Teacher will take pictures of students designs
and they can glue it into their science journals.
17. If there is time at the end of the lesson, the
students can try their solar ovens by leaving
chocolate in it and testing to see if it melts.

Safety Considerations:
- Students need to be careful when using scissors;
teacher can already cut an incision on the box to make
it easier and safer for students to cut the square.
- Whilst constructing the solar oven students need to
be seated and cant be walking around the classroom.
- Teachers must be constantly walking around the
classroom to monitor students.

5Es- EXPLAIN (1 lesson)

To support students to develop explanations for experiences and make representations of developing conceptual understandings
Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills
Electrical Scientific Students will: FORMATIVE 1. Students will take their seats at their desks. Explain lesson
3 energy knowledg
1. List 3-4 different
can be e is used 2. Teacher will explain that last lesson Students got
transferr to solve types of energy to make their own solar powered ovens and build -Letter from the
Assessments:
ed and problems sources in a on their knowledge of Solar Energy. This lesson, minister.
transfor and 1. Checklist from
think-pair-share.
med in inform worksheets. students will have a very important task sent by
electrical personal
2. Find out (Appendix 9) the Minister for the Environment and energy, the
circuits and
information on Hon Josh Frydenberg.
and can communi
be ty the different 2. Self-reflection 3. Teacher will refresh students knowledge of last - What did you
generate decisions
types of line continuum discover last
d from a (ACSHE1 weeks lesson and ask 2-3 students about what
(record data on lesson?
range of 00) renewable energy they discovered last lesson with their solar ovens.
checklists shown
sources sources, including 4. Teacher will reveal that they have a letter from
(ACSSU0 in Appendix 2).

97) how it works, Explained in the Minster for the Environment and energy, the
what it is and the lesson steps. Hon Josh Frydenberg and read the letter to the
environmental class (Appendix 5). He needs Room 8s help us he

issues through is very busy at the moment so he needs our help

the completion of to research renewable energy sources such as;
stations and a wind, water, sun and fossil fuels. Students also
worksheet. have limited knowledge of renewable energy
sources so this lesson, students will need to be
environmental researchers and build on their
current knowledge of energy and find out as

much as they can. -What is
5. In a think, pair, share with the person next to energy?
them, students are to discuss what is energy and -What are the -Key questions
what are the different types of energy sources different types
of energy
they can think of off the top of their heads
sources you can
(including both renewable and non-renewable think of?
energy).

6. Students will be split up into groups with key

roles, when doing this students will be split up in -Collaborative

mixed group abilities and sorted by giving out learning poster

each student a card, and students group -Team roles
according to the card they received (Example poster
students will either get a scientist card, beaker

card, scissors card, sun card, pencil card and they

will have to find the students in their class who

have the same matching card).

7. Students have 1 minute to get into their groups
and sit down at a desk.
8. The teacher will then explain the team roles and -Station
point to the Team Roles poster. (Eg: Leader = resources:
-QR codes,
makes sure everyone is on task and encourages
pictures for each
all to do their best. Time Keeper = Encourage the station.
-What is
group to stay on task and keeps track of how - Worksheet.
collaborative
much time the group has left to work. Speaker = learning? - Science journal
presents for the group and is the only one who - What can we
can ask the teacher a question. Material manager remember to
= In charge of getting and returning all supplies do when
the group needs. Helper = Helps clean up and fills working
in any job that is vacant due to absence) and together in
groups?
collaborative learning through key questions

 (point to team poster). (Group rules = G = give
thoughtful feedback, R = respect others and their
thoughts, O = On task all the time, U = use soft
voices, P = Participate actively, S = stay with your
group). [Posters for team roles and collaborative
learning are on Appendix 6]. Students will go to
each station and at each station there is an
envelope with an ipad, a QR code, pictures,
youtube video (Appendix 7). (To cater for all
students learning styles, visual, written and
verbal information is available). Students will
need to use these resources to answer the
worksheet. (Appendix 8). (The answers from
their worksheets will be used to write letters in
their English unit in response to Minister Josh
Frydenberg).

Stations:
Station 1: Solar Energy
Station 2: Geothermal Energy
Station 3: Wind Energy
Station 4: Fossil Fuels

9. Students will be developing their knowledge on
the energy source, explaining what it is, how it
works and the environmental issues. Provide an
example for students before they begin their
work on Tidal Energy. Leave on the board for
lower learners to get an idea.
10. Each groups speaker will present their findings
on one energy source to the class.
11. Students will then glue their worksheets into
their science journals so the teacher can mark
them. (Extension: For homework or free time in
class, students can create a renewable energy
source information pamphlet to display in the
class).
12. Students can also update the word wall if they
find any new vocabulary throughout the lesson.
13. Students will all stand on the line continuum on
the mat closing their eyes. Students will need to
 take a step forward if they now after completing
this activity have a greater understanding and can
list a number of energy sources and provide
information. If they really cant do any of this take
a step back and if they can list some things but
still need help on some areas, stand where they
are. (The teacher will take a photo, and record
each students self-reflection). If run out of time,
students can complete an exit ticket by writing
their name and a number from 1-5 of how they
are going before they leave the class. 1 = do not
understand. 3= understand some things but
struggling and 5= understand everything.

5Es- ELABORATE (1-2 lessons)

To challenge and extend students understandings in a new context or make connections to additional concepts through a student planned investigation
To use investigative/ inquiry skills
Summative assessment of science inquiry skills

WEEK AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESSO LINKS (include learner diversity)
N
Scienc Scienc Scienc
e e as a e
Unders Human Inquir
tandin Endeav y Skills
g our
4 Electrical
energy
Scientific
knowledg
Communi
cate
Students will: SUMMATIVE- 1. Students will be seated at their desks ready to start Elaborate
Science Inquiry the lesson. lesson
can be e is used ideas,
transferr to solve explanati 1. Write inquiry Skills 2. This lesson, students will continue on with their very
ed and problems ons and questions to
important task from the Minister for the Environment
transfor and processes
guide their Assessment:
med in inform using
1.Rubric for their and Energy, The Hon Josh Frydenberg. For this section
electrical personal scientific research on their of their tasks students will have to elaborate on what
circuits and represent science journals -Letter
renewable energy (that will cover the they already know and apply it to a new scenario.
and can communi ations in
be ty a variety design projects last 3 lessons). 3. Students are presented with the problem that many
generate decisions of ways, on their (Appendix 11) third world countries such as Ethiopia and Haiti have
d from a (ACSHE1 including
range of 00) multi- worksheets. limited resources and need to move towards
sources modal 2. Identify
sustainable energy sources such as a sustainable solar
(ACSSU0 texts
sustainable
97) (ACSIS11 oven, a wind turbine or a water wheel to collect fresh
0). materials that water.
they can use to 4. Students will be put into groups through the app:
build their Team Shake. (Students names are entered into the -App: Team
What do we shake
sustainable app, with the amount of teams needed and it
need to -ipad
device. randomly selects teams when you shake the device). remember
3. Plan and design 5. Groups will select their roles (Eg: Leader = makes when working
as a group a sure everyone is on task and encourages all to do in groups?
sustainable their best. Time Keeper = Encourage the group to stay
energy device to on task and keeps track of how much time the group -Posters
help a third world has left to work. Speaker = presents for the group and

country. is the only one who can ask the teacher a question.

Material manager = In charge of getting and returning
all supplies the group needs. Helper = Helps clean up
and fills in any job that is vacant due to absence) and
there will be a quick discussion on how to work well
collaboratively (Group rules = G = give thoughtful
feedback, R = respect others and their thoughts, O =

On task all the time, U = use soft voices, P = Participate

actively, S = stay with your group). What does
6. Students are free to pick their third world country renewable
and pick the renewable energy source they will come mean? - Worksheet
up with. (Offer ideas and prompts for lower level
students). What do you
know about
7. In their groups, students will need to come up with
third world
inquiry questions for what they will need to research countries?
in order to start their planning. Eg: Inquiry questions:
what is the weather like in Ethiopia. Students will What is a good
have a worksheet to guide their inquiry research inquiry
project. (Appendix 10). (Provide an example of what question?
a good inquiry question is and what it contains, to
- Science
help learners).
journal
8. Students will need to write up a hypothesis on how What is a
they think their design will work, what sustainable hypothesis?
materials they will use to make their design. They will
need to include a detailed diagram with labels in their
plans (plans will be glued into their science journals).
9. At the end of the lesson the teacher will ask each
group to say the topic and device they came up with.
10. If there is time at the end of the lesson, the speaker
from each group will quickly explain their design. OR
 we can conduct a gallery walk and each group will go
around the class and look at other groups ideas.

5Es- EVALUATE (1 lesson)

To provide opportunities to review and reflect on their learning about Energy and represent what they know about Renewable and Non-renewable energy sources.
Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills
Evaluate Lesson
5 Electrical
energy
Scientific
knowledg
Communi
cate
Students will: SUMMATIVE- 1. Students will be seated at their desks ready to start

1. Create a Science the lesson.
can be e is used ideas,
transferr to solve explanati multimedia report Understanding 2. Teacher will explain that this lesson is all about
ed and problems ons and highlighting the key -What is energy?
reflecting on what they have learnt in the last 4 - Give a definition
transfor and processes aspects they have Assessment:
med in inform using lessons by showing what they know on the topic of of renewable and
learnt in the unit of 1.Rubric of their non-renewable

electrical personal scientific Sustainable Energy.
circuits and represent work (definitions, multimedia energy
and can communi ations in energy sources etc). reports. 3. To start the lesson, the teacher will use a pop sticks -What are some -Pop sticks with
examples of students name
be ty a variety 2. Student method and ask key questions regarding information
generate decisions of ways, renewable
checklists. they have learnt throughout the 5 lessons. (If students energy?
on them.
d from a (ACSHE1 including
00) (Appendix 12) -What are some
range of multi- want to pass and not answer the question, they just
sources modal 3.Record Kahoot examples of non-
need to put their hand up when their name is called) renewable
(ACSSU0 texts results into data.
97) (ACSIS11 [To cater for students, offer wait-time]. energy?
- what is an

0).
4. Students will create a multimedia report on either example of
PowerPoint presentation, slidely or prezi. (This will transforming and -ipads
transferring - apps
be the what have they learnt in their KWHL Chart and energy?
how they know).

5. In their presentation students need to include:

A definition of energy, renewable and non- -student
renewable energy and examples, and 1 energy checklist
source they know the most about eg: solar, or
wind energy. (Students will get a checklist of what
they must include in their report).

6. Students presentations must be colourful,

informative, use correct scientific language and show

all they know about their topic. Also include diagrams
and labels.
7. Students will hand their presentations into the
teacher.
8. Students will use ipads and complete a Kahoot Quiz of
 all the content they know. (kahoot.it.) -ipads

References:
School Curriculum and Standards Authority. (2014). Science v8.1. Retrieved from
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/science-v9
Resource 2: Question Cards:
National Geographic. (n.d.). Solar cooking. Retrieved from
http://video.nationalgeographic.com/video/solar-cooking

Question Cards:
Resources:
Question 1: What is the topic?
Appendix 1: Question 2: Why do we think it is that?
Resource 1: Picture Stimulus:
Question 3: What do we see in the
pictures?
Question 4: What are the different types
of energy we can see?
Appendix 2:
Resource 3: Exit Tickets Resource 4: Checklists for overall Energy Topic


What is energy? Video Exit Ticket:
Two things I discovered from watching the video:
1.
2.


List key vocabulary from the video:






Resource 5: Energy Game: Vocabulary Cards and Actions




















Appendix 3:
Resource 6: Step-by-step Instructions on how to make a Solar Oven

How to Make a Solar Pizza Oven

1. Draw a line 2cm in from each side of the top of the box
to form a square.

2. Cut the left, bottom and right sides of the square.

Make sure you leave the top so you can open it as a lid.

3. Open up the box and line the inside with tinfoil. Tape
the foil down on the edges so it is fixed to the box.

4. Close the box and open the smaller lid. Wrap the inside
of that lid with tinfoil and secure it with tape.
 5. Open up the box and tape a black paper square, the
same size as you small lid, in the middle of the box.

6. Secure gladwrap to the inside of the larger lid with

tape.

7. Close the box and use a satay stick to prop the lid open
so you may use it to direct sun into your box.

Resource 8: Solar Energy BTN Clip Exit Ticket:


Solar Energy Exit Ticket: Name: ___________
Write 2-3 sentences on how solar energy works after viewing the clip on your
ipads.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________






Appendix 4: Resource 7: Worksheets to complete when making Solar Oven.






What is your prediction? What do you think will happen over time?

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_________________________________________________________________________________________________________

What sustainable materials have you used? What other sustainable materials could be used?

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
__________________________________________________________________________________________________________

What are the benefits of using sustainable materials? How could this be applied to a larger scale in our society?

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Draw what you have made? Label the sustainable materials that have been used

Appendix 5:
Resource 9: Letter from the Hon Josh Frydenberg:


Appendix 6: Resource 10: Group Rules and Team Roles






































Appendix 7:
Resource 11: Station 1 Resources:
Solar Energy:

Video Link:
https://www.youtube.com/watch?
v=HciKU63dLtA











Resource 12: Station 2 Resources:
Geothermal Energy:

Video Link:
https://www.youtube.com/watch?
v=mCRDf7QxjDk

Resource 13: Station 3 Resources:
Wind Energy:





Video Link:
https://www.youtube.com/watch?
v=niZ_cvu9Fts








Resource 14: Station 4 Resources:
Fossil Fuels



Video Link:
https://www.youtube.com/watch?
v=zaXBVYr9Ij0












Appendix 8:
Resource 15: Stations Worksheet:




































Appendix 9:
Resource 16: Assessment Checklists for worksheet

Appendix 10:
Resource 17: Lesson 4 Inquiry Worksheet




































Appendix 11:
Resource 18: Science Journal Rubric




































Appendix 12:
Resource 19: Checklist for Multimedia Presentation (Lesson 5): Resource 20: Rubric for Multimedia Presentation: