Level 1 bright future schools energy teacher resource master 2 0

Energy Level 1

Foreword Thank you for choosing the Bright Future Education Program to use in your classroom.

All students need an understanding of science and sustainability to make sense of their world, to make decisions about health and well‐being and to engage with an increasingly scientific and technological world. Quality primary school education provides the foundation for a literate society.

The topic of solar energy is a high interest topic which stimulates students’ curiosity and enthusiasm for learning. We need to support and nurture a sense of wonder, an understanding of how the world works, and a passion for preservation.

The Bright Future program focuses on developing skills, understanding and capacities through hands on activities linking all learning disciplines in a scientific context. The Bright Future program is closely linked to current pedagogies and methodologies and aims to improve students’ learning outcomes in science, literacy, mathematics, and social studies.

iSolar proudly sponsors the Bright Future Schools Program www.iSolar.com.au 1300 955 187

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Level 1 Introduction The Bright Future Education Program in Level 1 provides a brilliantly integrated teaching resource for engaging and educating students from ages 5‐6 on global sustainability across all core learning areas.

Through the exploration and constant evaluation of personal relationships and sustainable living concepts in the home, students expand their understandings and are inspired to find out about sustainability, all the while developing their academic education.

The Program focuses on inquiry based learning and offers students of all abilities the opportunity to investigate:

 global sustainability concepts  development of renewable energy  saving energy around the home  safety issues Together with our fun characters, students explore a wide variety of renewable energy uses and the benefits around the home, school and the global environment.

This learning material is a must for educators wishing to use the latest in teaching pedagogy with time honoured best practice on a subject matter that is topical and a lot of fun!

Together we are building a bright future!

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About the Bright Future Education Program Bright Future Sustainable Living Mission We dare to be curious about sustainable living through open learning and education. Our mission is to encourage learning communities to have a go at becoming sustainable. We believe that by combining bright minds with bright ideas we are building a bright future.

Program Objectives   

To learn about global warming, energy, solar electricity and sustainable living through inquiry based learning.

To investigate the development of solar energy and explore the variety of uses and the benefits of solar power to the environment.

To enable bright minds to develop more abstract ideas about their world and their responsibility to protect the natural environment.

Duration of program: 6‐9 weeks The unit is flexible. It can span a six week teaching period or be extended to a nine week teaching period.

Energy and the Curriculum Traditionally energy topics have been emphasized as a science topic. In reality, energy is very much a life topic which impacts on every aspect of our daily life and our learning. The topic is one which stimulates imagination, debate and the desire to be creative. It is a wonderful vehicle for providing learning outcomes across all subject KLAs. You can debate the topic, study the topic socially, scientifically or mathematically, creatively 'advertise' the topic or technically build and develop the topic. With energy we are limited only by our imaginations.

Literacy The Bright Future Education Program integrates sustainability and energy themes into a comprehensive literacy framework. This component of the program develops key literacy principles across the curriculum:

 To use speaking and listening to develop subject learning;  To develop active reading strategies to increase pupils' ability to read for a purpose, engage with text, and to realise the learning to be gained from it;  To demonstrate the sequence for writing and modelling writing for a key text type; and  To make suggestions for the learning of subject‐specific vocabulary.

Texts and media allow teachers to explore energy issues by examining such aspects as:

 techniques for writing articles and presenting reports;  reading for understanding;  researching and summarising information;  techniques used in media advertising;

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   

techniques used for persuasive writing and lobbying; the point of view from which text is written or directed; debating or discussing alternative points of view; and the language used by the author to position the reader in a particular way.

Science Energy is traditionally a science subject. However when it is considered in the wider context of its impact on the environment the scientific study of energy is much broader and lends itself to exciting individual and group student research projects. It is a way to get life, reality and fun into learning. Students can take ownership of their own energy problems and work towards solving them, through:  Understanding energy, its principle of conservation and conversion;  Understanding electricity ‐ what it is, how it is produced;  Investigating the effectiveness of energy efficiency programs;  Designing an experiment to monitor the response of plants to changes in temperature and changes in carbon dioxide concentration;  Investigating the efficiency of generating electricity from renewable and non‐ renewable resources;  Investigating the effectiveness of energy efficient products;  Researching and designing an energy efficient house; and  Researching energy usage by the school, followed by suggestions on how to save energy.

Maths Data from energy related experiments and activities can be used to develop mathematical skills. The Bright Future Education Program incorporates core mathematical concepts with an energy theme, including:  Simple counting and recording;  Understanding place value and the four processes;  Collection of meaningful data;  Organising and tabulating data;  Graphing data;  Extrapolation of data; and  Analysing and interpreting data.

Technology The rapid development of renewable energy technologies currently occurring provides excellent opportunities for study and student development. Students can design and 'build' their own models of possible new solutions to current energy problems. Students can examine energy efficient housing, or design school based projects and programs to encourage energy conservation. Renewable energy solutions by their nature are generally located in rural areas and as such the topic can be examined within the agriculture context.

Other context areas easily examined include: built environments, engineered systems and information and communication. The opportunity for students to design projects within the energy context is nearly infinite!

The Social Sciences ‐ SOSE/HSIE SOSE is ideal for the integration of energy education as environmental issues form the focus of many teaching units. Ecological sustainability is one of a number of values and attitudes

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underpinning learning and teaching in SOSE. Syllabuses in SOSE allow for the investigation of:  sustainable development;  the interdependence between human and natural phenomena;  the variety of ways in which different societies respond to their environments;  environments past and present and the potential consequences of economic decisions;  global and Australian environments and how people manage these environments; and  the rights and obligations of individuals, social and business organisations, and governments in their environmental interrelationships.

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Learning Methodologies Pedagogy The Bright Future Program integrates 2 of the leading teaching methodologies used. These include Essential Learning Standards and the 5 E’s, namely, engage, explore, explain, elaborate and evaluate.

Essential Learning Standards ELS The Bright Future Program integrates 2 of the leading teaching methodologies used. These include Interpersonal Development Personal Learning Civics and Citizenship Science

Communication

Technology ICT

Thinking

Support each other by sharing ideas, materials, offering assistance and giving appropriate feedback. Work in teams and cooperate for agreed purposes.

Identify personal style preference and actively seek assistance. Complete short tasks and experiments by planning and allocating appropriate time and resources, while showing a positive attitude.

Know your rights and responsibilities in the community. Have knowledge, skills and behaviours to participate in society and take responsible action in relation to other citizens and the environment at local and broader levels.

Identify forms of energy transformations in the everyday world. Use appropriate scientific vocabulary to describe and explain own observations and investigations.

Plan, design, conduct and report on experiments related to their questions about energy resources. Develop fair tests to make comparisons and explain how they have controlled variables. Describe safety requirements and procedures associated with experiments. Explain how scientific knowledge is used, or could be used, to solve social issues or environmental problems.

Explore a range of oral, written and visual communication forms such as the internet, and texts which illustrate a variety of perspectives on a range of topics.

Explore reasons for other interpretations not being the same as theirs. Learn to respect the right of others to express their opinions.

Use ICT tools to create text‐based products designed to communicate information to a particular audience. Capture and save images to folders classified in meaningful ways. Retrieve and edit files for use in new situations. Locate information from ‘energy’ websites. Develop research and note taking skills from appropriate websites.

Apply thinking strategies to organize information and concepts, including problem solving activities. Provide reasons for arguments and conclusions. Develop strategies for organising, summarizing and reflecting on their thinking. Learn to verbally describe own thinking processes.

Values Education During the planned learning experiences and experiments, the student will also understand that his/her actions and attitudes need to reflect the school core values and that it is important to: • Always do your best, learn from your mistakes and take pride in all you do (Personal Best) • Work cooperatively in small groups and whole group situations (Cooperation) • Be responsible for your actions, words and choices (Responsibility) • Show respect for yourself, others and the environment (Respect) • Accept and respect others' differences and their opinions (Acceptance of Differences) • Demonstrate concern for the well being of yourself, others, science equipment and the environment, demonstrating empathy and acting with compassion (Care) • Value original ideas and, like a scientist, be creative, imaginative and inventive (Originality)

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The 5 E’s The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults.

Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.

Engage:

This phase of the 5 E's starts the process. An "engage" activity should do the following: 1. Make connections between past and present learning experiences 2. Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned.

Explore:

This phase of the 5 E's provides students with a common base of experiences.

They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials.

Explain:

This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviours. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviours.

Elaborate:

This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviours. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills.

Evaluate:

This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development.

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Level 1 Unit Planner Targeted Ages: 5‐6 Strand: Science Written by Roslyn Molloy and Tomas Molloy

Teacher background information When things happen or change, energy is involved. Energy is abstract: you cannot feel or see energy – you can only see evidence of its effects. Movement, emission of light, sound or heat and changes to shape are all evidence that energy is acting. The Sun, wind and hydro‐ electric schemes are all important sources of energy that are used to generate electrical energy. We use electrical energy to do things for us.

Energy can be stored. A battery is a store of chemical energy. When a battery is connected to a circuit, the chemicals in the battery react with each other releasing their energy which is given to tiny particles called electrons. This is called electric charge. Charges come in two forms‐positive and negative‐ and electrons are negatively charged A battery does not go ‘flat’ when all the electrical energy has been used up. Rather, it is when the chemicals inside the battery (such as zinc) have finished reacting with each other that the battery is exhausted and can no longer provide a push to the electrons.

Title: ENERGY: OUR IMPACT ON THE PLANET Duration: 6 – 9 Weeks

Key concepts • Form: Identify light, wind power, electricity, solar power and heat as forms of energy in the everyday world.

• Change: Recognise that energy can be transformed from one form to another.

• Function: Demonstrate how an electrical circuit conducts electricity.

• Causation: Identify some common materials that are conductive and non conductive of electrical energy.

• Responsibility: Identify renewable and non renewable energy sources and how they impact on our planet.

• Develop a broad understanding of the interdependent global community in which we live.

Unit Literacy focuses Reading: • Comprehension: ‘Professor Brightspark’s Birthday’ • Missing Word Tests: 'What Is Energy 1', ‘What Is Energy 2’, and ‘What Is Energy 3’

Computer tasks.

• 'Energy' Newspaper Report • Research

Spelling: • 'Energy' key word lists (plus collective class words)

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Writing:  Energy‐themed poems  Experiment Reports  Data Chart ‐ note taking. Data Chart Proforma.  Letter following an excursion. Solar Energizer  Possible Portfolio reflection statements. Self Reflection.

Speaking and Listening:  Classroom presentation  Interviews and debates—to provide opportunities for students to represent what they know about energy and its uses and to reflect on their learning during the unit.

Suggestion: Excursion to CERES Education Park 8 Lee Street Brunswick East Victoria, 3057 Telephone: 03 9387 4472 Email: education@ceres.org.au Website: www.ceres.org.au

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Teacher Rubric Teacher rubric for “Energy: Our Impact on the Planet”, Date:_____________ School Energy Savings Tips Poster

*School & Home Project Inquiry Q: Students involved:

Students involved:

Factual text, PowerPoint presentation, Scripted role play, Model, Poster, Brochure

Poster Title

Understandings I *Concepts: • Identify light, sound, electricity, solar power and heat as forms of energy in the everyday world I *Form ‐ What is it like?

• Recognise that energy can be transformed from one form to another I *Change ‐ How is it changing?

• Demonstrate how a basic electrical circuit conducts electricity / *Function ‐ How does it work?

• Identify some common materials that are conductive I non conductive of electrical energy / *Causation ‐ Why is it like it is?

• Identify renewable and non renewable energy sources and how they impact on our planet *Responsibility – What is our responsibility?

Indicators of student performance Expected quality Practitioner Apprentice Novice Provides limited information which

Provides some detailed Provides detailed information demonstrates basic *Science information which which understandings of one or more of understandings demonstrates reasonable demonstrates clear the above 'energy' concepts

understandings of one or understandings of one or

*Making sense of Information

Applying understandings

*Communicating understandings

Presentation Skills

Organisational Skills

Reflection

more of the above ‘energy’ concepts.

Identifies key points which directly answer the main question under investigation.

more of the above 'energy' concepts Identifies points which are of interest, but do not necessarily directly answer the main question.

Describes accurately a range of ways to reduce energy use around the school.

Structures the medium of communication creatively and clearly.

Uses a range of appropriate techniques (diagrams, text, flow charts, graphs, bibliography, etc) to communicate the information effectively.

Uses appropriate science vocabulary consistently.

Displays evidence of highly developed skills of evaluation, analysis and presentation of data.

Describes some ways to reduce energy use around the School.

Provides a clear structure for the medium of communication.

Uses some appropriate techniques of communicating information Generally uses appropriate science vocabulary.

Has used all class time and home time effectively.

Has made the maximum use of the reflection sheet to improve my learning.

Displays evidence of highly developed skills of evaluation, analysis and presentation of data.

Has used most class time and home time effectively.

Has made good use of the reflection sheet to improve learning.

Provides limited or no evidence of the ability to identify relevant key points which directly answer the main question.

Describes few ways to reduce energy use around the School.

Provides little structure for the medium of communication

Uses limited or inappropriate ways of communicating information.

Demonstrates limited use of appropriate science vocabulary.

Displays little evidence of skills of evaluation, analysis and presentation of data.

Has not used most classtime and hometime effectively.

Has not reflected on the activities throughout this unit and have not self assessed my work.

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Learning Opportunities Below is a snapshot of the learning opportunities covered in the program

Topics Covered

Learning Areas  Interpersonal

1. Energy/Electricity 2. Solar Power

Development

Activities  Graphs  Word searches

3. Energy Saving

 Personal Learning

 Poems

4. Global Warming

 Civics and Citizenship

 Posters

5. The Future

 Science

 Presentations

 Communication

 Tests

 Technology ‐ ICT

 Maths workbook

 Thinking

 Demonstrations

 Mathematics

 Models

 Literacy – anecdotes,

 Projects

media,

 Quizzes

academic/government

 Stories and poems

reports  Values

Additional Learning Opportunities: 

Excursions



Debates



Posters



Models



Keeping a journal



Writing and delivering a report



Flow charts



Graphs



Bibliographies

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Energy Facts All of our energy sources originate from the sun. It's a fact that all life depends on and comes from the sun. The production of oxygen and food would be impossible without solar energy.

Farmers know the value of a large field with a plentiful supply of sunlight, and now individuals all around the world are taking this boundless source of diffuse energy more seriously as the finite supply of fossil fuel dwindles.

Every action in the universe involves energy, which is defined as the ability to do work. Energy can be divided into five main energy‐ producing categories: light, heat, growth, motion, and technology.

Energy can be stored in six forms:

1. Radiant energy travels in waves, like light, radio waves and x‐ rays.

2. Thermal energy is a type of kinetic energy, the energy of moving and vibrating molecules.

3. Chemical energy is the energy that bonds molecules together 4. Mechanical energy is the energy of motion (kinetic) and the energy of position (potential) 5. Nuclear energy is the energy locked in the nuclei of atoms 6. Electrical energy is a kind of kinetic energy‐the energy of moving electrons

Energy cannot be either created or destroyed. The amount of energy in the universe remains the same. When we use energy, we don’t use it up; we transform it from one form into other forms of energy.

Almost all energy transformations involve the production of heat, which is considered the lowest form of energy. Heat quickly “disappears” into the surroundings and is unavailable for further use. So, although the total amount of energy remains the same, the amount of usable energy constantly decreases.

Energy sources are classified as renewable and non‐renewable. Renewable energy sources can be replenished in a short period of time, while non‐renewable sources took millions of years to form and their supplies are limited.

Australian Energy Facts   



Australians use approximately four times more energy per person than the world average.

In Australia we may only have enough gas to last another 60 years.

It took millions of years for the Earth to create all the oil on the planet. At the rate we are using it we have less than 50 years’ supply left in the world and only about 10 years of our own supply left in Australia.

At present, non‐renewable energy electricity production is cheaper than renewable energy, but the cost of solar and other forms of renewable energy is getting cheaper as more people are using it.

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  

In the not too distant future we may not have petrol driven cars. Alternatives may include solar cars, hydrogen cars and biodiesel.

A home’s water heater, refrigerator and other appliances use almost half of the energy consumed in the home.

Modern appliances such as dishwashers, water heaters, stoves, stereos, and refrigerators need energy to operate‐mostly electricity.

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Solar Facts The sun is a tremendous source of energy. Most of that energy is in the form of light and heat, which can be collected and used to generate electricity, as well as for heating, cooling and lighting.

Photovoltaic conversion Photovoltaic (solar) cells convert sunlight directly into electricity. Most of you have seen the photovoltaic solar panels mounted on your school roofs or on houses and buildings in your area.

Photovoltaics can meet almost any electric power need and are used for watches, calculators, satellites, telecommunications, homes, schools, factories and businesses.

Photovoltaics are very expensive right now, but as the technology develops they should become competitive with other power sources by the end of the decade.

Solar thermal systems

These systems convert the energy in sunlight to heat by using mirrors to focus sunlight onto a receiver. The receiver contains a fluid that absorbs the heat. The heat is then used to generate electricity or to warm buildings.

Solar heating, cooling, and lighting Energy from the sun is also used to heat, cool, and light buildings. Buildings are heated and cooled with active and passive systems. Active systems rely on mechanical components to collect and deliver heat. For example, active solar water heaters use electrically powered pumps and valves to control the movement of warmed water. In contrast, passive systems use few mechanical components, relying instead on design features, gravity and natural ventilation to heat and cool homes and buildings. Design features such as an atrium or high windows that allow more sunlight to reach the interior reduce the need for electric lighting.

Solar facts     

Today less than 0.1% of our heating, transportation and power energy come from direct sunlight although it is now possible to meet all our energy needs with this simple, renewable resource.

A solar house is any house that makes good use of the sun’s energy.

Solar collectors trap solar energy in the form of heat which is transferred and transported into a heat storage vault.

Solar panels convert selected wavelengths of light into electricity.

The energy from the sun varies from place to place and is dependent on weather conditions.

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Other forms of renewable energy Biomass energy Have you ever warmed your hands at a wood fire? Then you have seen bio fuel in action!

Biomass energy comes from burning natural fuels such as wood, plants, animal manure, compost, or even the gases from sewerage. Many of these bio fuels can be used to produce gas, electricity, and heat.

Because biomass energy depends on things like plants which can be grown again and again, or manure which will never run out as long as there are animals on Earth, it is a good form of renewable energy. Unfortunately, it is also quite expensive to produce.

Wind Energy The wind can be used to generate electricity! All you need is a windy hillside and a lot of very tall windmills! When the wind turns the windmill, it also turns the turbine inside, which transforms the power of the wind into electric power. The good thing about wind is that there is plenty of it—as long as the wind blows, we can generate electricity with windmills.

Unlike fossil fuels, the wind will never run out.

The main problem with wind energy is that sometimes, the wind doesn’t blow. The turbine doesn’t turn, no electricity is generated, and other sources of electricity have to be found in the meanwhile. And often the wind turbines don’t produce enough electricity to outlast the calm.

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Waater energgy Eartth is an amazzing planet. It has everythhing that we e need: food,, shelter, andd water. Sure e, we n need water tto drink, but have you thhought aboutt using water to create e nergy? Moving wateer made the Grand Canyyon. That toook a lot of energy! Moving water has a lot of enerrgy and all we need to do is to h harness it.

About 70 percen nt of the Eartth is coveredd with ocean water. 98 percent of thee water on E Earth is in the ocean aand cannot be drunk becaause it is saltty. 2 percentt of the wateer on Earth iss of freshwaterr is frozen in the polar ice fresh water and is drinkable. However, 11.6 percent o capss. But no matter where the water is, it is moving and it is partt of the globaal water cycle (sho own in Figuree 1, below). T The water cyycle occurs w when water e evaporates frrom bodies o of wateer on Earth, like oceans, and then coondenses into o clouds. Eve entually, the clouds beco ome too heavy and th he water returns to Earthh in the form m of rain or snow, also caalled When the watter comes baack to Earth, some of it flows back intto the ocean n. As preccipitation. W wateer moves back to the oce ean via riverss or waterfalls, it carries a lot of enerrgy with it. W We can harness thiss energy to m make electriccity or to pow wer machines. This is callled hydropow wer.

Becaause water iss constantly and endlesssly moving th hrough the w water cycle, hhydropower is a reneewable form of energy, w which meanss the energy can be obtained over annd over throu ugh natu ural processees.

Figuree 1. The wate er cycle

hydropower is that it creates Hydroelectricity is a type of hydropowerr. The good tthing about h pollution and d is available whenever itt's needed. SSome power plants have dams and so ome no p do n not. In each ttype of powe er plant, flow wing water pushes a turb bine that gennerates elecctricity.

Hum mans have beeen using hydropower foor centuries, harnessing tthe change ffrom potential enerrgy to kineticc energy of w water. Potenntial energy is the energyy stored in ann object. For exam mple, if you sstretch a rub bber band, itt now has po otential energ gy; it is readyy to snap back to its o original state. Kinetic ene ergy is the ennergy of motion. Once yo ou let go of thhe rubber ba and and it is moving through the e air, it has kiinetic energyy. The potenttial energy sttored in the strettched rubbeer band changges to kineti c energy as ssoon as you let go of it. TThe Ancient Greeeks attached d waterwhee els to grindin g wheels and d used the kinetic energyy in falling w water to grind grain intto flour. Watterwheels haave also been used to saw logs in saw wmills and to o provvide irrigatio on for farms a along rivers.

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Keey wo ords

help elecctricity

pollution n

he eating

nt envvironmen

re educe

Sun

solar s

water

energy

waste

gas

Earth

home h

school

wind

factories

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coal c

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TTopic 1 Wondering aaboutt Sola ar Eneergy

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Key Learning Outcomes Science

Literacy

Mathematics (Number)

SOSE

Students will be able to  observe and describe solar energy  identify uses of solar energy  identify a source of solar energy  describe ways to use solar energy responsibly Students will be able to  use talk to report on observations and reflect on their experience with electricity  use oral, written and visual language to record/draw and report observations of electricity use at school  record/draw their personal experiences of electricity  create a word wall Students will be able to  recognise the structure of whole numbers up to 2 digits (10 or 20), including place value  skip count by 2’s, 10’s and maybe 5’s  understand the notion of addition to describe and test number patterns Students will be able to  demonstrate an awareness their world  determine why different forms of energy are appropriate  investigate different forms of energy

PHASE Engage

SUBJECT Science

Literacy

Mathematics

SOSE

WORKSHEET Data Chart Proforma My Electric Life Solar Energy Hunt The iSolar Crew What is Energy 1&2 Professor Brightspark’s Birthday (Narrative and Comprehension) Solar Counting Solar Runaway Maths Solar Matching Playing with Numbers Solar Target Solar Order 1&2 Solar Numbers Tiddalik the Frog

EVALUATION Diagnostic

Assessment: Solar Problem Solving Playing with Numbers

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EQU UIPMENT  class science journall  student’’s science jou urnal (if usinng)  class mind map  ‘Wondering About SSolar Energyy ‘ wall of resource sheets  a copy o  a notebo ook  coloured d pencils  magazin nes and catallogues of eleectrical objeccts  poster‐ssize sheet of coloured pa per  glue  scissors

Watch those sparks!

H unt safely!

I love to save ene rgy.

I love energy.

Ros’s Tips: If in doubt, ask an adult too help.

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S Solar Enerrgy DATA CHARTT PROFOR RMA

____________________ __________ ____ RESSEARCHER’SS NAME____

GRA ADE_________________ ___DATE____________ __________ ______

QUEESTION: WH HAT DOES E ENERGY COM ME FROM?

In o one minutte draw siix things yyou know use energ gy.

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Science Project 1‐ My Electric Life

1. Make three lists in your notebook: Materials List

 a notebook List 1: The electrical objects that you use  coloured pens and every day at home or at school. pencils

 used magazines and List 2: Other electrical things you use catalogues of sometimes. electrical objects

 a poster‐size sheet of List 3: Any other examples of electricity in coloured paper action outside the home and school.  glue

 scissors 2. Make a poster to show all the objects you have listed. Put your name or photo in the centre of the poster.

3. Cut out or sketch pictures of the things in List 1 and stick them to the left of your name or photo.

4. Stick pictures in List 2 to the right of your name or photo.

5. Paste the pictures in List 3 all around the edge of your poster.

6. Talk about your poster with a friend or someone in your family. Ask a friend to choose one thing from your List 1, which you should agree not to use for one week. After one week, discuss with your friend how your life changed without that object. What did you do instead? Did you find something else electrical to take its place? Would your friend’s choices be similar or very different?

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Solar Energy Hunt 1 Walk through each room in your house and tick what you see. Give an extra tick each time you see it.

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Solar Energy Hunt 2

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So olar EEnerggy Hu unt 3 Count

C carefully! c

1. H How manyy did you ssee?

electric

gas

wood/ccoal

oil

milk

petro ol

2. A At my

most were m e________ _________ _______.

3. A At my the least w t were_____ _________ _.

4. H How manyy appliances were tuurned on and not in n use?

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Th he Brright Future Crrew

er’s Colour in thee crew. Wrrite and saay the first sound of each creew membe nam me.

Professor Brigh htspark

Sunray

Mr Wasteallot

Penny Pow wer

Docctor Everg green

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W What Is Ene ergy?? ‐ Clloze 1 1 Fill the gaps.

Do o you know w wh hat energy is? ?

Thee

_______ _______________ _______(1) catchees the

___________ _____(2)) from the

to make

______________((3)

__ ________________ _____(4)). It workks best on n

_______(5) days. All the objects in the Solaar __________ with hunt work w

____(6) p power. ___________

sollar panell electrricity eenergy sun sunny solar

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W What Is Ene ergy?? ‐ Clloze 2 2 Fill the gaps.

I wo onder if you u reallly know what w ene ergy is.

Our _____ O _______ _____(1) dependss on electricityy. ______ ________ ________(2) powe ers maany of thee ______ _______________ _(3) we use every y day. Coaal, oil and gas give ene ergy when they arre __________________ _____(4) The sun’’s energyy is colleccted in speecial pan nels to maake_____ ________ ________ ____(5) eenergy. T The win nd’s energy can b be _____________ ________ ___(6) byy a wind turrbine to m make ele ectricity. We have e to use e energy ‐ __________________ ______(77). ca arefully things burned world

co ollected Ellectricityy solar

nge: Solar Challen Wh hen do we e use the e energy fro om both the wind a and the suun?

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Prrofesssor B Brighttsparrk’s B Birthd day

“To oday is myy birthday,,” said Proofessor Brightspark..

Sun nray was b busy cooking sausagges.

“To oday is myy birthday,,” said Proofessor Brightspark..

Docctor Everggreen was baking a cake.

“To oday is myy birthday,,” said Proofessor Brightspark..

Mr Wastealo ot was wattering his flowers.

“To oday is myy birthday,,” said Proofessor Brightspark..

Pen nny Powerr was eating pretzels.

Nob body said,, “Happy B Birthday, PProfessor Brightspa ark.”

At ffive o’clocck Professor Brightsspark went into his living room m.

Eveeryone waas there. D Doctor Eveergreen’s ccake had ccandles onn it.

“Haappy birth hday Profe essor!” theey all said.

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So olar R Read and Draw w Draaw the eleectrical appliances PProfessor B Brightsparrk’s friendds used to make his birtthday partty.

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Solar Counting You can count too!

Count the solar panels. Write the correct number in each box.

___________ SOLAR PANEL

___________ ___________ ___________ ___________ SOLAR PANELS SOLAR PANELS SOLAR PANELS SOLAR PANELS

___________ ___________ ___________ ___________ ___________ SOLAR PANELS SOLAR PANELS SOLAR PANELS SOLAR PANELS SOLAR PANELS

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So olar R Runaway Math hs

Solvve the runaw way math p puzzle by puutting back the pieces thatt ran away. Equations aare formed horiizontally fro om left to right and verrtically from m up tto down

Use the followiing missing piecces to compplete the runa away math puzzle:

Solvve the runaw way math p puzzle by puutting back the pieces thatt ran away. Equations aare formed horiizontally fro om left to right and verrtically from m up tto down.

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Use the followi ng missing pieces to comp lete the runa away math puzzle:

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Do yo ou have a

So olar M Matching

Con nnect the number to the righht set of piictures.

3

6

110

7

2

8

5

1

4

9

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Playing With Numbers 1

Playing cards: Cut them out and paste them on card board. Don’t forget to name them.

1

6

2

7

3

8

4

5

9

10

Use your cards to complete the patterns.

1.

1, 2, 3, 4, _____, _____, _____, _____, _____, _____.

2.

2, 4, 6, _____, _____, _____.

3.

1, 3, 5, _____, _____, _____.

4.

1, 5, _____.

5.

3, 6, _____.

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Pllayingg witth Nu umbe ers 2 This is fun T n!

Com mplete theese patterrns.

1..

2..

3..

4..

5..

6..

10, 9, 8, ___ ___, _______, _____, ____ __, ______, _____,,

______.

9, 6 6, _____.

10, 8, _____ _, _____..

3, 2 2, 4, 3, 5, _____, 66, _____,, _____, _____, ______,

______, ____ __, ______. _____.

1, 4 4, 7, ____ __.

3,1,, 4, 2, 5, _____, ______, 4, _____, _ _____, ______,

__, ______, _____. ______, ____

Maake your own patterrns.

____, ______, ____ __, _____ _, ______, _____, 7. ______, ______, __

______.

____, ______, ____ __, _____ _, ______, _____, 8. ______, ______, __

______, ______, ____ __.

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Solar Target

6

Today’s target is

Try to make today’s target in each of these ways.

1. Adding two numbers._______________________________________

2. Finding the difference of two numbers._________________________

3. Adding two even numbers.___________________________________

4. Adding three numbers.______________________________________

5. Adding two odd numbers.___________________________________

6. Take away one number from another.__________________________

7. Doing it your way. __________________________________________

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So olar O Orderr 1

I know w!

Numb bers are great!

7

Ord der each ggroup of numbers frrom largesst to smalllest.

1.

0, 99, 7 _ ______, ______, ______

2.

1,88,10 _ ______, ______, ______ _

3.

4,22,3 _ ______, ______, ______

der each ggroup of numbers frrom smalllest to larg gest.

Ord

4. ______, _ ______, _______ 8, 110, 5 _

5.

6, 99, 10 _ ______, _ ______, _______

6.

4, 77, 1 __ _____, __ _____, _______

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So olar O Orderr 2

Numbers are greatt!

I know!

9

Ord der each ggroup of numbers frrom largesst to smalllest.

1.

10,, 19, 17 ____,, ____, _____

2.

11,, 18, 20 ____ _, ____, ____

3.

14,, 20, 13 ____ _, ____, _____

Ord der each ggroup of numbers frrom smalllest to larg gest.

4.

18,, 20, 15 ____, _ ____, _____

5.

16,, 19, 20 ____, _ ____, _____

6.

14,, 17, 11 ____, _ ____, _____

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So olar N Numb bers

1

6

11

16

2 2

3

7 7

8

12

13

17

18

4

5

9

10

14

15

19

20

1. C Colour all tthe even n numbers rred.

2. C Colour all tthe odd numbers y ellow.

3. B Beginning with 2 draaw a squaare around d every second num mber.

4. B Beginning with 1 cirrcle every third num mber.

5. D Do you know what ccolour youu would m make if you u mixed reed and yelllow?

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Tiddalik the Frog – A Dreamtime Story The teacher reads the Dreamtime story to the class followed by a discussion about a day without water. What would you do if there was no electricity for one whole day? Working in small groups in a circle one student mimics an animal from the story. The Student who correctly guesses the name of the animals has next turn.

Long, long ago in the Dreamtime, Tiddalik, the largest frog ever known, awoke one morning with a huge thirst. He started to drink and drank until there was no fresh water in the world. Soon creatures everywhere were dying and trees were wilting, because of the lack of moisture.

All the animals pondered about their terrible plight until a wise old wombat suggested that if Tiddalik could be made to laugh then maybe all the water would flow out of his mouth. The animals agreed that this was a good idea.

The animals gathered by Tiddalik’s resting place and tried for a long time to male him laugh, but it was in vain. The kookaburra told his funniest story, the kangaroo jumped over the emu and the lizard waddled up and down on two legs making his stomach stick out but Tiddalik was not amused.

Then when the animals were in despair, Nabunum the eel who was driven from his favourite creek because of the drought slid up to the unresponsive frog and began to dance. As the dance got faster Nabunum wriggled and twisted himself into all sorts of knots and shapes to the amusement of Tiddalik. Tiddalik’s eyes lit up and he burst out laughing.

As he laughed the water gushed out from his mouth and flowed away to fill the lakes, swamps and rivers.

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TTopic 2 Ene ergy in My Wo orld

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Key Learning Outcomes Science

Literacy

Mathematics (Number)

SOSE

Students will be able to  make predictions about where electricity is used and accessed at school  observe and describe electricity uses and electricity access points around the school  identify examples of electricity being used responsibly or irresponsibly  understand there are different forms of energy

Students will be able to  contribute to discussions about energy/electricity use at school  use oral, written and visual language to record and report observations of electricity use at school  identify and discover verbs in literature Students will be able to  use the knowledge of place value to solve and record pictorially or numerically, solutions to addition and subtraction  detect similarities and differences in the operations of addition  construct and complete simple statements of equality Students will be able to  demonstrate an awareness their world  determine why different forms of energy are appropriate  investigate different forms of energy

PHASE Explore

Bright Future Portal

SUBJECT Science Literacy

Mathematics

SOSE

WORKSHEET Energy Professor Brightspark’s Birthday (Narrative and Comprehension) (T1) Solar Sentences Solar verbs Solar Writing Story Board Solar Target (T1) 20 or Bust Solar Games

Level 1 Energy - Ages 5-6

EVALUATION Diagnostic

Assessment: Missing Numbers Solar Story Board

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EQU UIPMENT  class science journall  student’’s science jou urnal (if usinng)  class mind map  ‘Wondering About SSolar Energyy ‘ wall of resource ssheets  A copy o  card for posters  class colllection

Did you u do a good jjob with youur pictures?

Turn o off that light t please!

I havve bright ideaas!

I have lots o of energy!

Ros’s Tips: Sharing means caring!

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Draaw what yyou would d like to leearn abou ut energy… …….

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So olar SSente encess 1

The sun is imporrtant!

Fin nish the ssentences.

1. TThe Sun gives energyy

lifee on ____________ ______________.

2. SSunray and Penny Power

for all

usse solar

wer to dry their cclothes o on the __ ________ _______________ ___. pow

line

Earrth

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Solar Sentences 2 Look at the pictures and write a sentence for each.

1. ____________________________________________________

____________________________________________________

2.__________________________________________________

____________________________________________________

3.__________________________________________________

____________________________________________________

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So olar V Verbss Verrbs are do oing wordss. Underlinne the doiing words and draw w the pictu ure.

1. Professo or Brightsspark makes thinggs work.

2. Sunray eeats saussages eve ery day.

3. Penny PPower eats pretze els.

4. Mr Wasstealot ju umps ove er his dessk.

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Solar Writing 1 Trace and copy each sound.

______________________

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ______________________

e

_______________________________

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

a

______________________

____________________________

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ____________________________

____________________________

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ____________________________

s

m

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Solar Writing 2

Trace and copy each word.

______________________ _____________________

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ______________________ _____________________

______________________ _____________________

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ______________________ _____________________

______________________ _____________________

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ______________________ _____________________

______________________ _____________________

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ______________________ _____________________

energy solar

heat

time

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Solar Story Board

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So olar 2 20 or Bustt

To play you w will need ::  A piece of paper  A penccil  1 die  2 ‐4 players

Thee Rules: Eacch player tthrows the e die. The player wiith the hig ghest num mber goes first, then the second highest annd so on.

Gam me A. Eacch player sstarts with h zero. Thee numberr thrown iss added too that playyer’s score. The firsst player too 20 wins. If a playe er’s score is more th he tweenty that p player bussts and losses the gaame.

Gam me B Eacch player sstarts with h zero. Thee even numbers are e added too the scorre and d the unevven numbers are suubtracted. If a player’s score iis more th he tweenty that p player bussts and loooses the ggame. If a player retturns to ze ero or lless that p player beggins again.

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Solar Games and Ideas Using the words and pictures on the key words page, paste them on white cardboard to make a set of cards for each student. Make sure they name them for collection.

1. Concentration Players: 2 ‐ 4 Preparation: Using two packs of cards spread the cards on the floor or table. Choose first person for example, the tallest.

The rules: Players take turns to find matching pairs of cards. The student who finds the most pairs wins.

Concentration can be made more difficult by using three packs of cards and each player matches three pictures.

2. Spotto Players: Can vary from 2 to class.

Preparation: One or two packs of cards spread on the floor. Players sit in a circle.

The rules: Players take turns to turn over one card and tell all they know about the picture,

3. Fish Players: 2 – 4 Preparation: Two packs of cards spread on the floor or table.

The rules: Each player picks up five cards and take turns asking one other player each turn if they have a card in their hand that matches his/her chosen card to make a pair. The player with the most pairs when one player runs out of cards wins.

4. Play, suggestion “The Day the Sun Went Out." Preparation: Enlarge the Bright Future crew characters, back with card and tie with cord to make labels for the players.

The play is spontaneous incorporating the knowledge gained from this unit and can double as a useful assessment tool.

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TTopic 3 Whe ere Do oes EEnerggy Com me Frrom??

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Key Learning Outcomes Science

Literacy

Mathematics (Chance and Data)

SOSE

Students will be able to  observe and describe solar energy  identify uses of solar energy  identify a source of solar energy  describe ways to use solar energy responsibly Students will be able to  use talk to report on observations and reflect on their experience with electricity  use oral, written and visual language to record and report observations of electricity use at school  record their personal experience of electricity  create a word wall Students will be able to  identify information required to answer questions such as: What appliances were used in your house before school this morning?  determine appropriate procedures to collect information relevant to questions  modify the method of data collection and refine a question or investigate a further question  describe and interpret data displayed in simple column graphs Students will be able to  demonstrate an awareness their world  determine why different forms of energy are appropriate  investigate different forms of energy

PHASE Explore

SUBJECT Science Literacy

Mathematics

SOSE

WORKSHEET

Professor Brightspark’s Poem Secret Message Professor Brightspark’s Birthday (story and comprehension) (T1) Solar Sentences (T2) Solar Games and Ideas (T2) Using Energy Solar Graphing Sparks and Ladders Professor Brightsparks Poem

EVALUATION Formative

Assessment: Data gathered information to complete class column graph.

Data gathered for the Electricity Survey

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EQU UIPMENT  class science journall  student’’s science jou urnal (if usinng)  class mind map  ‘Wondering About SSolar Energyy ‘ wall of resource sheets  a copy o

Did you u find the secret

Sssssave en nergy!

messagge?

I love e poetry!

Energy pictu ures are fun!

Ros’s Tips: Alw ways work sa afely!

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Prrofesssor B Brighttsparrk Poe em Reaad this poeem with yyour friendds.

Write and drraw a poem m using yoour knowledge of Solar Poweer.

Theere was a a professsor calledd Brightsspark Wh ho was never afra aid of thee dark He has a friiend calleed Sunraay ho used tto inventt all day Wh Tog gether th hey captu ured the Sun And made ssolar pow wer for eeveryone..

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Solar Secret Message.

Find the secret message and write it below.

If you were the last

or

to leave a room at

today, would you leave the

on and the

open?

Message: __________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

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Using Energgy Hoow clever arre you?

TThink about the ttime

yyou use e energy

.

____________

1. IIs it when you get up?

2. IIs it when dinner is cookeed?

____________ _

3. H How mucch electrricity

asleep?

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iss used when you arre

______________ ________ __________

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So olar G Graph hing

electric

gas

woodd/ coa l

oil o

food

petro ol

Enlarge or drraw the ch hart abovee and pastte on a larrge piece oof paper.

Students seleect take tu urns to draaw a circle e in the co olumn of tthe most com mmon eneergy sourcce. They addd a square in the ccolumn off the least com mmon eneergy sourcce. (Two different co oloured sttickers woould also b be goo od.)

Oraally answeer the follo owing queestions: 1. W What is the most co ommon ennergy sourrce?

2. W What is the least common ennergy sourrce?

3. W Why do yo ou think th hat is?

4. D Do you thiink it will rremain that way in the future e?

W Why/why not?

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TTopic 4 En nergyy Detectivves

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Key Learning Outcomes Science

Literacy

Mathematics (Measurement)

SOSE

Students will be able to  follow directions to conduct an investigation  make predictions, explain what happened and share observations about energy  explain why some materials absorb heat energy and why some materials reflect heat energy  understand there are different forms of energy  explore how different appliances and toys work by pulling them apart Students will be able to  contribute to discussions about energy/electricity use at school  follow instructions to successfully complete a project  discuss the best materials to use in an environmentally friendly and welcoming house  use oral, written and visual language to record and report observations of electricity use at school  identify and discover verbs in literature Students will be able to  make increasingly accurate estimates of measurement using informal units.  use both digital and sweep analogue or sweep‐hand clocks  write the time  distinguish between light and heavy objects Students will be able to  demonstrate an awareness their world  determine why different forms of energy are appropriate  investigate different forms of energy

PHASE Explain

SUBJECT Science

Literacy

Mathematics

SOSE

WORKSHEET Can you make Silly Fish?

Scary Hair Solar Model House Solar Sentences (T2) Solar Secret Message (T3) Saving Energy Solar Search Handwriting (T2) Solar Time 1&2 Solar Temperatures 1&2 Solar Mass Sparks and Ladders (T3) Solar Model House

EVALUATION Formative

Assessment: Observations of graphs and written records

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EQU UIPMENT  class science journall  student’’s science jou urnal (if usinng)  class mind map  ‘Wondering About SSolar Energyy ‘ wall of resource sheets  a copy o  a plasticc bottle  string  cotton ccloth  a sheet of stiff paper  scissors  a pencil  a metal baking sheet

          

a balloon and pum mp a jumper a felt pen or combb a jumper boxess glue/a adhesive tappe paint ruler plasticine ogue/picturees catalo experriment reporrt form

Marrvellous enerrgy everrywhere.

Careful with those nces and toys! applian

What happened too your hair?

I loved brokken toys!

Ros’s Tips: Makke sure the appliances and toys arre unplugge ed and old.

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Scciencce Pro oject 2 – SSilly FFish

Maaterials

A sheet of stiff paper

Scissors

A m metal baking et shee

A pencil

A balloon and pump

A jumper

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1. D Draw the o outlines of 10 fish sshapes on the paperr. Cut them m out and d place them o on the bakking sheet. These arre your “fish”.

2. B Blow up th he balloon n and tie aa knot in th he neck.

3. R Rub the baalloon agaainst the juumper to give it a n negative chharge.

4. H Hold the b balloon about ten ceentimetre es above your fish annd watch what happen ns!

?

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Science Project 3‐ Scary Hair

Is your hair as scary as

Materials List  A felt pen or comb  A jumper

With a partner:

1. Rub the felt pen or comb quickly up and down the jumper.

2. Hold the comb or felt pen about five centimetres above your partner’s hair. What happens? Do you know why?

Help! My hair

really is standing

on end!

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Scciencce Pro oject 4 ‐ So olar M Modeel House e

Ma aterials  boxes b  glue/adhe g esive tape  scissors s  paint p  felt pens f  ruler r  sheet of p s paper  plasticine p  catalogue/ c /pictures from the Solar h t hunt

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Science Project 4 continued

Aim: To make an environmentally friendly house where everyone is welcome.

1. Discuss the type of house you wish to create and what makes it environmentally friendly and welcoming. Don’t forget solar panels and where to place them so they are most efficient.

2. Draw a floor plan and use labels below to name each room.

3. Build your model using the boxes collected. Do not attach the roof.

4. Explain how your house is environmentally friendly and welcoming.

Discuss what improvements could be made.

5. Paint your model. Remember dark colours absorb heat and light colours reflect heat.

6. Use catalogue/ Solar Hunt pictures to decorate the interior.

7. Arrange the models to create an environmentally friendly community.

Bathroom

Lounge room

Bedroom 1

Bedroom 2

Bedroom 3

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Kitchen

Family/ dining

Laundry

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So olar SSearcch Find each of the follow wing wordds.

EN NERGY MUM SA AVE

OIL CO OAL GA AS

DAD LIGHT SOUND D

ELECTR RICITY HEAT SOLAR R

E L E C T R I C I T Y G A S R L

T R E H E A T L I G H T E L G A

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O D N U I T D A D S E N N D A E

N A C O A L S I R O M S E C C L

L O O E T L O I T U U O E A Y L

D E A C A A L S A N M L E S R G

O I L A A G L D D Y I A L O L A

Level 1 Energy - Ages 5-6

S O L E N E R G Y R D R T U U L

A O S I L I E L I M L G O N S D

V D O U E L E C T R I C G D A I

E D L D S N A U A U L I D T A Y

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So olar TTime 1

Do o you kn now what tim me it Minutes M

Hours

10

Wrrite the time.

o’clock

________ o’clock

_______ o’clock

hallf past _______

half pa st _____ __

_______ o’clock

half past h ______

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It’s all in a day’s k!

So olar TTime 2

Draaw the tim mes on the e clocks.

1. P Professor Brightsspark getss up at 7 o’clock.

Penny Po ower jumps until halff past 100.

2. P

3. D Doctor Evergreen n

eats lunch at 12 o’clocck.

4. SSunray

5. M Mr Wasttealot

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plays until 5 o’clo ock.

hhas tea aat half past 6.

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So olar TTemp peratu ures

Dayy

onday Mo

cold

coldeer colde est

hott

hottter hotttest

Tueesday

Weednesdayy

ursday Thu

day Frid

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Solar Temperatures continued

Directions

1. Early each morning go outside and feel the temperature.

Tick the appropriate box. (You may check your guess with the classroom thermometer.)

2. After lunch go outside and feel the temperature.

Tick the appropriate box. (You may check your guess with the classroom thermometer.)

3. At the end of the week orally answer the following questions:

a. Which day was the hottest?

b. Which day was the coldest?

c. Which part of the day was the hottest?

d. Which part of the day was the coldest?

e. Was there one day when the Sun didn’t shine? If so,

how would solar energy be made?

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So olar M Mass

I wo onder

which is thee

heaviest?

Maake a collection of 4 ‐5 object s. For example:

You will need: Balance sscales or Spring sscales or Bathroom m scales

1. O Organise yyour objeccts from heaviest to o lightest.

Using balaance scaless or springg scales, check yourr guess to see how 2. U many objectss need to be rearranged.

Heffting is wh hen you pick up onee object in n each han nd to “fee l” which object is the heaviest, the lighteest or the same masss.

3. P Pick up an object wiith your leeft hand w which is lig ghter than the objecct you u pick up w with your right handd.

4. C Choose an ny object aand, by heefting, find d somethin ng in the rroom whicch is th he same m mass. Check you aree right by weighing both objeects on balance scalees or sprin ng scales.

5. FFind a friend with a similar mass to you u. Check by weighinng each perrson on baathroom sscales. How w correct was your guess?

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TTopic 5 Wonde W erful Enerrgy

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Key Learning Outcomes Science

Literacy

Mathematics (Measurement)

SOSE

Students will be able to  observe and describe differences between fossil power and solar power  observe and describe magnetic energy  identify uses of solar and magnetic energy  describe ways to use solar and magnetic energy responsibly Students will be able to  use talk to report on observations and reflect on their experience with electricity  use oral, written and visual language to record and report observations of electricity use at school  record their personal experience of solar and magnetic energy  create a word wall  develop simple note taking skills Students will be able to  identify 5c, 10c, 20c, 50c and $1 coins  select appropriate operations and computation methods to solve simple problems involving whole numbers and money  represent, find, compare and order collections of objects with different monetary value Students will be able to  demonstrate an awareness their world  determine why different forms of energy are appropriate  investigate different forms of energy

PHASE Elaborate

SUBJECT Science

Literacy

Mathematics SOSE

WORKSHEET You can help Magnet Races Solar Sentences (T2) Solar Secret Message (T3) Solar Adjectives Solar Sounds Solar Shopping 1&2 Solar Games and Ideas (T2)

EVALUATION Formative

Assessment: Stick money values on number lines. Discuss strategies used to add money in your head and work out simple change.

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EQU UIPMENT             

class science journall urnal (if usinng) student’’s science jou class mind map ‘Wondering About SSolar Energyy ‘ wall of resource ssheets A copy o Bars of iivory soap Large magnets Strong rrubber bandss Small magnets large container of w water (small w wading pool, long tray orr tub) strips off plastic or cloth for sails for each vesssel materials to decoratte experim ment report fo orm

Why d did the vesse els go in differeent direction ns?

How did you s H save energy and re educe pollution?

I wonn the race!

My boat spun roun nd!

Ros’s Tips: Makke sure everrything is seecure beforee you start rracing!

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Scciencce Pro oject 5: Yo ou can n help.

I wo onder who is gooing to h l !

Yo ou can heelp save e energy

annd

red duce

pollution p

by turning o off lightss

and powerr points

wh hen you do not nneed them m. Re‐use or recyycle

you ur waste – this saaves usinng energyy to make e new thhings.

Takke a walkk around your claassroom (and hom me). Placce the

ons below w near aany powe er points blaack balloo

or lightss

left on but not in use.

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Scciencce Pro oject 6: M Magne et Racces

Mate erials

1 larger mag gnet (ab bout 8ccm) per stud dent 1 sm mall mag gnet per stud dent strip ps of plastic or cloth for ssails for e each vesssel

1 baar of ivory soap per stud dent

stro ong rubber ban nds

largge containerr of w water – (eg smaall wading poo ol, long tray or tub)

Insstructionns

1. A Attach a smaall magnet tto a bar of ssoap matterials to usin ng a strong rrubber band. decorate – (eg

tootthpicks, pen ns 2. D Decorate yo ur boat, maaking sails u using and d pencils) sma all strips of pplastic or th hin cloth and usin ng toothpickks for mastss.

3. Fill the large container w with water.

ucted by thee students ““pulling” or “pushing” ttheir Racer using the laarge 4. TThe races will be condu push. bar magnet to attract or p

F i n s h

i

L i n e

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Solar Adjectives

Adjectives are describing words. They tell which, whose, or what kind of.

See if you can find describing words for these pictures.

The first one is done for you.

clever

_______________ _______________

_______________ _______________ _______________

_______________ _______________

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_______________

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Solar Sounds

Write the beginning sound and find the secret word.

_______

______

_______

_______

The sun is a _____________________.

________

________

________

The

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energy comes from the _________________.

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So olar SShopping 1

If you look after tthe coins the notes take care o of themselve es!

1. W Write the value of e each coin oon the line e below.

_______ _______ ________ ___ _______ _______ ____ ___

2. D Draw two ways to m make:

20 0c

50c

$$1.00

3. C Can you m make 20c, 5 50c, and $$1.00 any other wayy? Draw thhem on th he bacck of this ssheet.

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So olar SShopping 2

Yessterday Su unray went shoppin g at Solar Centre. T These item ms were on n salee.

20c c 50c 10c

5c

$1

20c

50c

50c

a. H How much h would Su unray hav e spent if he bough ht one

banana and one slice of waterm melon

550c +5c = ________ ________

How much h would tw wo icy poles b. H

550c + 50c ==____________________

?

cost?

c. SSunray bou ught three e biscuits

H How much h did they cost?

110c + 10c ++ 10c = __ __________________ __

.

d. H He had $1.00. Whatt could he buy?

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So olar SShopping 2 continnued

Penny Pow wer was co oming for lunch so Sunray bo ought two apples e. P .

How much did they ccost? ____________ _

ny glasses of milk f. How man $1.00?

____________

or ccould Sun ray buy fo

I can’t c wait forr lunch!

g. W What wou uld you buy if you w went shopp ping at The Solar Ceenter?

____________________ __________________ _________ _________________ ___

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___________________________________________________________

h. How much did you spend? ___________________________________

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TTopic 6 Community En nergyy Usee

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Key Learning Outcomes Science

Literacy

Mathematics (Space and Location)

SOSE

Students will be able to  share observations and good ideas  identify energy impacts on the environment  revisit original ideas about energy and express any new facts  describe ways they and others use energy  identify ways to use solar energy responsibly Students will be able to  use language to clarify their understanding and reflect on their experiences  use visual representations and language to communicate their ideas  speak and listen in ways that enhance communication with others  create a play using their knowledge of energy Students will be able to  distinguish between left/right, forwards/backwards, over/under and up/down  interpret and describe location and direction using oral instruction  interpret, recognize and name two dimensional objects from drawings and photographs  make recognizable models and sketches of simple shapes and objects.

Students will be able to  create a brochure promoting tips for environmentally friendly houses/communities  demonstrate an awareness their world  determine why different forms of energy are appropriate  investigate different forms of energy

PHASE Evaluate

SUBJECT Science

Literacy

Mathematics

SOSE

WORKSHEET Self Reflection Data Chart Solar Zapper Wanted Professor Brightspark's Birthday (T1) Professor Brightspark's Poem (T3) Solar Nouns Solar Verbs (T2) Solar Adjectives (T5) Professor Brightspark’s House 1&2 Self Reflection

EVALUATION Summative

Assessment: Why is a solar panel rectangular? Discuss

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EQU UIPMENT  class science journall  student’’s science jou urnal (if usinng)  class mind map  ‘Wondering About SSolar Energyy ‘ wall of resource sheets  a copy o  self refleection  data chaart proforma a  optional: digital cam meras

Whatt can you do to help yourr family and the co ommunity sa ave energy?

Hoow much didd you learn ab bout energy??

I love saving eneergy!

I do on’t!

Ros’s Tips: We must all save energy. H How can yo ou help the m most? Goodd luck!

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Self Reflection: Write or Draw.

What did you do well?

What was the best part of this topic on Energy?

Describe the most challenging thing you were faced with.

What was the most interesting thing you learnt?

How will you use this knowledge?

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Zaapper Wanted Maake a posteer for saviing

enerrgy.

Ene ergy y Sa aving g

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Solar Nouns

A noun is a naming word. Cut out the naming words below and paste them in the correct box.

wind

school

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water

earth

sun

energy

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Prrofesssor B Brighttsparrk’s H Housee

Herre is Profeessor Brigh htspark’s hhouse.

Herre is the crew!

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Prrofesssor B Brighttsparrk’s H Housee con ntinued...

Creeate your own piccture.

Carrefully cu ut out the house and the crew and d follow the insstructionss to create the piicture.

Place thee house in the middle of tthe page.

1. P 2. P Place thee Professsor 3. P Place Sun nray

iin front o of the ho ouse.

besidee the hou use.

4. P Place Mrr Wastealot leftt.

and Docctor Everrgreen

to th he

5. P Place Pen nny Pow wer tto the rigght.

Does eveeryone have the ssame piccture? Why or whhy not?

6. D

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Is everyo one in n thee ht plaace? righ

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Add dition nal Ch hallen nges

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So olar EEnerggy – C Cloze 1 Did yyou know w the Sun maakes ene ergy?

Sun

Energy

Eleectricityy

Solar S panel p

1. The thee

solar panel catches tthe sun to maake

enerrgy from m

elecctricity.

2. It workss best on sunnyy days w with lots of

3. All thee objectss in the Solar hu unt worrk with sun power.

sun.

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W What is Ene ergy?? – Clloze 2 2

Do o you know w wh hat energy is? ?

Thee

_______ __________(1) cattches the e

m the ____________(2) from

__________ ____(3) too make

__________ __________(4). It w works best on

______________(5) days. All tthe objeccts in the e Solar huunt workk

_____ ____(6) ppower. witth

solarr panell electrricity energgy

sun ssunny so olar

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Th he Grreenh housee Effe ect (Shared Readding)

Keyy

greenhouse

gas

Sun

Earth

l l l l i

l i l i l

atm mosphere

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fuel

air

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car bon dioxxide

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Th he Grreenh housee Effe ect (Shared readding) Wh hen fuelss

s are burnned, a gas

goes into thhe air

dio oxide

called caarbon

.This adds to the

that is alreaady there e. Carbonn dioxide e

carrbon dioxxide

takes in the heat frrom the e earth

afteer it is

heaated by tthe sun

. This stops som me of thee heat fro om

esccaping into space e. The carrbon dioxxide

glaass in a grreenhouse

earrth

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act s like the e

, so the heating up of thee

is called the grreenhouse

effect.

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Practiical P Projecct

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Solar Energy Experiment: Ice Cubes

This experiment is aimed at understanding the different heat absorbing capacity of different colours backgrounds and the effect of those on the melting rate of ice cubes.

Equipment:

 6 different coloured square pieces of card or paper. Black and white are essential, and any other 4 colours will do (the three primary colours red, blue and yellow, as well as green are good choices for the other cards). Make the squares about 7cm x 7cm (3 inches x 3 inches).  6 ice cubes of the same shape and size  food dyes (optional)

Procedure:

Put one ice cube on each card and place them all in the sun. Make sure all the ice cubes are exposed to full sunlight. See which one melts the fastest, which melts the slowest.

Can you guess why?

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Answer Key Topic 1

Data Chart Proforma – Answers may vary Solar Energy Hunt – Answers may vary

What Is Energy? – Cloze 1 1. solar panel 2. energy 3. sun 4. electricity 5. sunny 6. solar.

What Is Energy? – Cloze 2 1. world 2. Electricity 3. things 4. burned 5. solar 6. collected 7. carefully

Solar Read and Draw – Answers may vary

Solar Counting – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

Solar Runaway Maths:

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Playing With Numbers 1 1. 5, 6, 7, 8, 9, 10.

2. 8, 10, 12.

3. 7, 9, 11.

4. 1, 5, 10.

5. 3, 6, 9.

Playing With Numbers 2 1. 7, 6, 5, 4, 3, 2, 1.

2. 3.

3. 6, 4.

4. 4, (6,) 5, 7, 6, 8, 7, 9, 8, 10.

5. 10.

6. 3, 6, (4,) 7, 5, 8, 6, 9, 7, 10.

7.‐8. Answers may vary

Solar Target – Answers may vary.

Solar Order 1 1. 9, 7, 0 2. 10, 8, 1 3. 4, 3, 2 4. 5, 8, 10 5. 6, 9, 10 6. 1, 4, 7

Solar Order 2 1. 19, 17, 10 2. 20, 18, 11 3. 20, 14, 13 4. 15, 18, 20 5. 16, 19, 20 6. 11, 14, 17

Solar Numbers

5. Orange.

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Topic 2

Solar Sentences 1 1. Earth. 2. line Solar Sentences 2 – Answers may vary

Solar Verbs 1. makes 2. eats 3. eats 4. jumps.

Solar Writing 1 – Answers may vary Solar Writing 2 ‐ Answers may vary.

Solar Story Board – Answers may vary

Topic 3

Professor Brightspark Poem – Answers may vary

Solar Secret Message – If you were the last person to leave a room at home or school today, would you leave the light on and the door open?

Using Energy – Answers may vary Solar Graphing – Answers may very

Topic 4

Solar Search

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Solar Time 1 6 o’clock – 2 o’clock – half past 1 half past 8 – 9 o’clock – half‐past 10

Solar Time 2

Solar Temperatures – Answers may vary.

Topic 5

Solar Adjectives – Answers may vary. Eg, fresh, warm, fast, clean, striped, grey, little, green.

Solar Sounds S‐T‐A‐R S‐U‐N

Solar Shopping 1 1. 5c – 10c – 20c ‐ 50c ‐ $1 ‐ $2 2.‐3. Answers may vary.

Solar Shopping 2 a. 55c b. $1.00 c. 30c d. Answers may vary e. $1.00 f. 5 g.‐h. Answers may vary

Topic 6

Self Reflection – Answers may vary Zapper Wanted – Answers may vary

Solar Nouns – Sun ‐ wind – energy earth – school – water

Professor Brightspark’s House – Answers may vary

Additional Challenges

Solar Energy – Cloze 1 1. solar panel 2. energy 3. sun 4. electricity 5. sunny 6. solar.

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Reefere encess

F Future Eneergy R Rob Bowd den A Aladdin Books LTD D 2006

Sustaina able Home s Ewan McLeish M Evans Brothers LT TD 2002

T The Dictio onary of Australian A IInventers & Discoveeries.

M Margaret M McPhee.

A Allen & U Urwin 1993 3

I Can He elp Save E Energy Viv Smith Franklin n Watts London 1998

H House and d Garden.

M Michael D Dugan.

M Macmillan n Education, Australlia 1998

101 Grea at Inventioons Paul Hallper & Sim mon Tarok k.

ABC Bo ooks 2003

S Solar.

S Steve Park ker O Oxford 20 002 O Our Earth – Our Future.

E Evens Bro others P Pachama LTD L 2002

Energy John Stringer Evans Brothers LT TD 2006

S Solar Enerrgy at Worrk.

D David Peteerson

1,000 In nventions aand Discov veries.

Roger Bridgman

H How Enerrgy Change es.

D David Key ystone and d Cheryl Jaakob M MACMIL LLAN, AUSTRALIA A T The Day th he Sun We ent Out A Angela Ro oyston H Harcourt E Education LTD, 2006 6

Water Po ower Richard and Louisse Spilsburry Wayland d, 2007 Electriciity From A Amps to Vo olts Christop pher Coopeer Heinema ann, 2003

F Fossil Fueel N Nigel Saun nders and Steven Ch hapman 4 H Harcourt E Education LTD, 2004

How Things Workk Chris Ox xlade Zigzag, 1995

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