UNIT PLANNER

Science overarching idea:

Year Level:

Matter & Energy

Prep 1/2

Overall aims of the unit

Recognising that all non-living things need energy to function

Understanding the prominent global issue of sustainable energy

Sustainable
Energy
Alternative energy
Coal
Solar
Design

Date: April 30th, May 7th, May

14th

Teaching approach assigned and short description:

At the end of this unit students will be able/capable of:

Understanding that there are alternative sustainable ways to power objects

Key vocabulary:

Sessions: 3

Education for sustainability is an internationally supported approach to

learning focusing on an effective education that expands on prior student
knowledge and perspectives which instils knowledge, practices and values of
sustainability upon students. Its intent is to create actively aware global and
community focused citizens who continue to live sustainably throughout their
life times.

Key equipment / resources:

ICT: interactive whiteboard
Paper, pens, scissors
Tape, staples, rubber bands
Recycled materials (bottle tops,
plastic bottles, cardboard)
Photo print outs

Key Australian Science curriculum Standard :

Foundation
Physical science
-the way objects move depends on a variety of factors including their
size and shape
-Inquiry skills:
Questioning & Predicting (respond to questions about familiar objects
or events)
Processing and analysing data (engage in discussions about
observations and use methods such as drawing to represent ideas
Communicating (share observations and ideas)
Level 2
Physical science
-push & pull affect: how objects move or change shape

SESSION 1

Learning outcomes:
Students will understand that trains use different energy sources and that some of these sources are better than others for the environment.
Specific activities session 1

Students will respond to the information presented to them about trains and will design their own.

Tuning In (5 mins)
As a whole class, discuss what energy is and where we can find energy
-Does anybody know what energy is?
-What are some types of energy that you know?
-In your home and here at school, how do you think the lights and television work? What makes them go?
-What are some other types of energy that you know?
From this, discuss what generates energy and what is energy. (10mins)
Shared viewing: images of trains (see Session 1 attachment).
-What do you notice about these trains? What is different?
-Have you seen these trains before?
-What type of noises do they make?
-Have you been on one before?
-Why did you go on one?
Consolidation ( 30 mins)
Students will individually design (illustrate) their own train using some of the information presented to them in the video and drawing on the class discussion.
Students will be creative in their designs (for example, including a play room, movie theatre etc), however they must include at least 1- 2 key features of trains they have seen
(eg shape, wheels).

Conclusion (15 mins)

Students will share their designs with a partner, discussing 3 key features that they have included in their design.
If time permits whole-class sharing will take place.
Assessment:
Student self-assessment: Students are to stand on the human scale of 1-10 depending on how they think they went during the lesson (in terms of understanding).
Informal conversations with students about their train design ideas.

SESSION 2

Learning outcomes:
Students will develop an understanding of sustainability, using trains as a pathway for exploration.
Students will design their own sustainable train.
Specific activities session 2
Students will design their own sustainable train.
Tuning In (5 mins)
Whole class recap of the key information from the previous lesson.
Whole class discussion of what sustainability is.
Sustainability is caring for our planet so that people can enjoy it in years to come; taking care of the air, water, land and those who live there; making the world a better place
for the future.
Consolidation (15 mins)
Discussion of solar panels
Have you seen them in real life?
Why do we use solar panels?
How do they work?
What are they for?
Identify any solar panels who have seen in real life E.G. speed limit signs, help phones, Christmas lights
Shared viewing: (video link) Thomas the solar train 0:00-2:30 (See Session 2 attachments)
-What have you noticed about solar panels in this video?
ROLE PLAY - get students up and about.
Students move around, acting like trains, when there is a yellow screen/ card (to be the sun).
Students stop when black screen or card comes up (no sunlight).
Talk about the benefits of solar power in relation to sustainability (why have we invented these new forms of energy eg greenhouse emissions, caring for the environment)
-Do you think it is important to be careful of how much energy we use? Why?
-Can you think of ways that you are sustainable at home?
-Can you think of ways you are sustainable at school?
-What can we change at our school to be more sustainable?
Students will then consider if they can make their own train design more sustainable.
-Do you think that you can change your train to make it more sustainable?
-What can you change and why?
Break the class into 5 groups. (40 mins)
Circle discussion: each student shares their train with you and the group. As a group brainstorming of ideas as to how the designs can be edited to be more sustainable.
Make physical alterations to their designs. Consider what type of energy they envisage running the train, and why.

Students choose things they like about each others trains and begin to design a miniature Super Train using recycled materials.
(Take photos of/scan designs for next lesson).
EXTENSION: Begin to construct a miniature Super Train based on the design.
Find any use of sustainable energy sources in the school or at home.
Assessment: Informal observations of participation within individual and group design.

SESSION 3

Learning outcomes:
Students will understand how to design a moving object out of recyclable materials.
Students will create their own sustainable train.
Specific activities session 3

Students will create their own sustainable train based on design in previous lesson/s.
Tuning In (5 mins)
Whole class recap of the previous weeks lesson, with an emphasis on what sustainability means in the context of trains.
Display photos/scans of students designs on Interactive Whiteboard/print them on a large scale and display in the room.
-Who created this train?
-What is super about this train?
Discussion of extension activity in the previous lesson - have you seen any solar panels this week?
Briefly discuss the materials being used to construct the trains (recyclable materials).
-Why do you think we are using things like milk bottles instead of buying things?
-Do you think it is good that we are using these things again instead of buying new things? Why do you think that?
Consolidation (30 mins)
In their groups, students will continue to construct their trains.
With the teacher being the scribe, students will explain their train, the materials used to make it and the type of energy that makes their train go.
Each group will share their design with the class.
Whole class testing: race the trains. (10 mins)
EXTENSION: create obstacles on the race track, use ramps to increase the speed and change the surface the trains are being raced on (for example, grass or carpet instead
of concrete).
Discuss what might happen if the weather was different (for example, rain).

Conclusion: Summary (10 mins)

As a class, discuss the following:
-What did we learn?
-Force/energy
-Key things about constructing the trains
-Feedback on trains: It would be better if. I loved the way you did this..
Self Assessment: (5 mins)
To gauge an idea about students understanding of the key concepts in the three lessons, they are to complete the smiley face scale sheet (see Session 3 attachment).

Attachments: (please provide all the handouts and other learning/teaching resources to be used and specify if they are to be used in
session 1, 2 and 3)
Session 1
Coal/Steam: http://www.dailymail.co.uk/travel/article-2016466/Harry-Potters-Hogwarts-Express-heads-National-Railway-Museum-York.html

Bullet (magnetic): http://www.tour-beijing.com/blog/beijing-travel/beijing-tour-reviews/how-to-book-train-tickets-from-beijing-to-tianjin/

Electric: http://en.wikipedia.org/wiki/Siemens_Nexas

Monorail http://www.wdwlive.com/picture/transportation/monorail/walt-disney-world-1200-9.htm

Session 2
Shared viewing: (video links) Thomas the solar train
https://www.youtube.com/watch?v=ZrfW6rUS2FQ&app=desktop 0:00-2:30
Materials to construct a Super Train will be recyclable and will include:
-Bottle tops
-Milk/juice bottles
-Cardboard
-Tape
-Straws
-Staples
-Rubber bands

Session 3

Materials to construct a Super Train will be recyclable and will include:

-Bottle tops
-Milk/juice bottles
-Cardboard
-Tape
-Straws
-Staples
-Rubber bands

Assessment scale:

https://c1.staticflickr.com/3/2553/3757564190_6cb213e13a.jpg