EDST201/261 Assessment Task 2: Lesson Planning Template for Mini-Unit of

Science
Nam
e:

Ainslee, Bridgettel, Cathryl and

Jemima Holmes

Unit Topic: Electrical Energy

Level: 6
Lesson
2
Number (in
Unit):
Lesson Length
90m
(minutes):
5Es focus of Explore
Explain
this lesson:
Elaborate
How does the Explore: Students explore objects that conduct energy and develop
lesson meet
basic understanding of wind and solar energy
the 5Es focus? Explain: Discussions surrounding why food produces energy
Elaborate: Students are given unlimited options to elaborate
different conductors of energy.
Lesson
Students will create a model of a complete circuit
Students will provide an accurate and detailed description of how
Outcomes:
electrical circuits work
Lesson Introduction (whole
group focus):
Revisit last lesson by asking about
electrical energy and circuits.
Students are asked to predict
what the circuit would look like if
the battery was replaced by a
different object (food, other
discussed and brought in from
previous lessons).

Timi
ng
10m

Key Questions

20m

What do you
remember about
electrical energy?

10m

What worked? What

didnt?
How would the
circuit look if we
changed the source
of energy?
Would there be
different amounts of
energy produced
from different
foods? Why?
How would we use
our prior knowledge
on circuits to predict
what another
complete circuit
would look like?

Materials/Resour
ces

Activi
ty book (both
student and
teacher)

Batte
ries

Alliga
tor clips

Globe
s

How will your circuit

design using fruit be
similar to/ different
from the circuit that
uses a battery?

Small Group Activities:

Explore food energy circuits in
groups (students record findings
in their activity books and
compare with other groups)

Timi
ng
20m

Whole group discussion about

findings, what worked, what didnt,
why do you think particular fruits may
have worked?

In groups students watch mini

clips about wind and solar energy
(students are expected to fill in
activity books at each station)

10m

Key Questions
Why do certain
foods produce
electricity? Why
not?
What could we do to
make a stronger
electric current?
What could we add?
Are there any
changes that could
be made to form an
electrical current?
Where else do you
find that food
produces energy?
Is fruit renewable
energy? Why/Why
not?
What new
information about
solar/ wind energy
did you find out
from the clips?
Was anything
clarified from the
clips? How?
Is solar/ wind energy
electrical energy?
How?
Why is solar/ wind
energy popular?
How is wind energy

Materials/Resour
ces

lemo
ns, potatoes,
onions,
tomatoes,
zucchinis and
oranges.

Elect
rical testing
device
(change)

Activ
ity book

Chro
mebooks

similar/ different to
solar energy?

Lesson Conclusion (whole

group focus):
Self assessment

Timi
ng
10m

Key Questions
How did you work
individually/ within
your group?

Materials/Resour
ces
Activity books

What did you

achieve?
In what areas can
you improve next
time?

Safety & Management Considerations:

Wires may produce an electric shock, by using alligator/crocodile clips the likelihood of
this is reduced.
Equipment must be looked after, used and stored correctly.
Expectations on appropriate use of equipment.
Slicing inserts into vegetables may result in cutting oneself, educators are to make
sure that all incisions are done prior to the lesson and are done cautiously.
How will you observe achievement of
outcomes (Assessment Strategies)
Note taking of how students work
interdependently and independently in
small group discussions and class
discussions.

Evidence/Work Samples to collect

Activity books will include various

diagrams, descriptions and explanations

Lesson Reflection:
(What would you change? Why?)

Extending on students interests:

Went outside and further explored energy in the playground
Providing extended tasks:
Watch a video or youtube clip (to extend on learning or if the experiment doesnt work)
Research
More thorough research could have prevented the experiment from being unsuccessful
Extending on learning:
Students who finished exploring energy within food were able to research why some
foods produced more energy than others
Whole Group Discussion
Sharing ideas about what they found produced energy
What did students find interesting about something they discovered during the lesson
Monitoring Students
Because the lesson was more hands-on and exploration based, it was more difficult for
us as teachers to monitor the students learning

Time Management
By following students interests, we gave them more time to explore and subsequently
lost track of time and were unable to finish the lesson as well as we had planned
Provide Warnings eg in five minutes i will be asking you to come sit on the floor with
your work prepared