STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

Weeks 2-9 DEVELOPMENT GOAL: 7 Clean and Affordable
Energy
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies
Knowledge & Understandings
Design and Technologies Knowledge and Introduction
Understanding Teacher introduces the new topic, Affordable and Clean Energy which [Link]
Investigate characteristics and p addresses Goal 7 of the United Nation’s Sustainable Development.
properties of a range of materials, Teacher commences lesson by checking for student prior knowledge through a
systems, components, tools, and equipment and brainstorm activity; prompt students with a question relating to the new topic;
evaluate the impact of their use (ACTDEK023) provide students with a minute to think about their answer before handing out a “How do you use energy in
sticky note to record their thoughts. your house?”
Students will record their answers/ideas on their sticky note before sticking it
on the classroom whiteboard and returning to their seat ready to move on.
Teacher uses student’s answers/ideas of how energy is used in our daily lives to
prompt classroom discussion.

Lesson Steps
Teacher commences lesson by providing a viewing task. Students will watch a
video introducing Energy Sources including Renewable and Non-Renewable
Energies.
To reflect on the video, students will take part in a think-pair-share discussion [Link]
with the person sitting next to them, they will be required to discuss one thing they h?v=w16-Uems2Qo.
already knew about the topic and one thing they learnt as a result of the video
Students will complete a research task; students will scan the QR Codes provided “What is one thing you already
knew about this topic”
by the teacher using their iPad in order to be able to access and answer the prompt “What is one thing you learnt
following prompt: about this topic as result of the
o List and describe three ways which energy is generated. Use diagrams to video?”
help your explanation. Examples may include sun, wind, coal, fossil fuels
[Link]
etc. article/energy/353100
Students can use a graphic organiser of choice to record their notes
Students will receive a ‘STEM Journal’ which they will be using throughout the [Link]
 unit to keep track of their learning progress, once students complete their graphic om/AllAboutEnergy/Sourcesan
organisers, they will glue their organisers into their journals under ‘Week One’. dTypesofEnergy

[Link]
Conclusion homework-help/electricity-and-
Students will complete follow-up Kahoot quiz, this will allow students to reflect power-generation
on the lesson and what they have learnt as a result of it.

Learner Diversity
To enable students, provide QR Codes with links to direct information in order to
complete the task more efficiently and accurately.
To extend students by prompting them to fill in a glossary page of all the key
terms they could remember from this particular lesson.

OTHER SCSA LINKS eg Maths, Science

Physical sciences
Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)

OBJECTIVES
o List and describe three (3) different ways which energy
is generated independently using a graphic organiser.

ASSESSMENT

Check for student understanding with the use of anecdotal

notes/checklist to determine whether the learning
objective(s) has been met.

Collect work samples for documentation/evidence of

student knowledge.
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

Weeks 2-9 DEVELOPMENT GOAL: 7 Clean and Affordable
Energy
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies
Knowledge & Understandings
Design and Technologies Knowledge and Introduction
Understanding Teacher commences lesson with a ‘What Do You Remember Chart’, this
Investigate characteristics and p activity will allow students to reflect on what they have learnt and remembered as
properties of a range of materials, a result of the previous lesson.
systems, components, tools, and equipment and Students will each receive a sticky note and will write at least three (3) things “What do you remember about
evaluate the impact of their use (ACTDEK023) they remember about the topic; remind students that they can include key the topic we started during our
terms/definitions. previous lesson”
Teacher prompts classroom discussion using sticky notes in order to outline
important key terms and information/check for student understanding before
moving on.
 TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Lesson Steps QUESTIONS
Teacher commences lesson by providing a viewing task. Students will watch the
video: What is Solar Energy?
Students will complete a research task; students will scan the QR Codes [Link]
h?v=inPtRWtvDaM
provided by the teacher using their iPad in order to be able to access and answer
the prompt provided: [Link]
o List and describe the two (2) different ways which solar energy hange/kids/solutions/technologi
can be used. es/[Link]
Students will complete this task using their individual STEM Journals and with [Link]
the assistance of the resources provided. blog/7-uses-of-solar-energy
Teacher proceeds with lesson by prompting students to think about difference
between two (2) energy sources of their choice; one energy source must be solar [Link]
energy. .org/encyclopedia/solar-energy/
Students will then be required to complete Venn Diagram poster with the person
sitting next to them, comparing two (2) different sources of energy.
Teacher prompts students by showing them an example and the criteria of a Venn
Diagram. Remind students that they must Include: a title, headings, and an
outline the both the differences and similarities of their chosen energy sources.

Conclusion
After the completion of their posters, students will complete an Individual
reflection task in their STEM Journals.
“Which source of energy do
Learner Diversity you think is better for the planet
To enable students, provide QR Codes with links to direct information in order to and why?”
complete the task more efficiently and accurately.
To extend students by prompting them find as many uses of solar energy as they
can; when completing their venn diagram challenge students to compare more
than one other energy source.

OTHER SCSA LINKS eg Maths, Science

Physical sciences
Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)
 OBJECTIVES
o List and describe two (2) different ways which solar
energy can be used.
o Compare two (2) different sources of energy using a
Venn diagram with a partner.

ASSESSMENT

Check for student understanding with the use of anecdotal

notes/checklist to determine whether the learning
objective(s) has been met.

Collect work samples for documentation/evidence of

student knowledge.

STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

Weeks 2-9 DEVELOPMENT GOAL: 7 Clean and Affordable
Energy
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
 SCSA LINKS TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Design Technologies QUESTIONS
Knowledge & Understandings
Design and Technologies Knowledge and Introduction
Understanding Teacher commences lesson by motivating students through a ‘Popcorn
Investigate characteristics and p Brainstorm’ activity.
properties of a range of materials, Students will one-by-one take turns in calling out a key term/definition
systems, components, tools, and equipment and
which has been covered throughout the previous two lessons.
evaluate the impact of their use (ACTDEK023)
Teacher will proceed with the lesson by giving students an overview of the
lesson and the activities which they will under-go during this class
incursion.
Teacher hands-out student STEM Journals which they will be required
to use and fill-in throughout this session

Lesson Steps
During this lesson students will participate in an incursion focusing on
sustainable energy. [Link]
/sustainable-energy-we-come-
Students will take part in the Renewable Energy Education Project to-your-school/
Trailor provided by the National Science Week organisation.
Students will undergo investigations to critically analyse the different
methods of energy production and the impacts they have on our
environment through hands-on activity.
Students will be able to identify and solve sustainable problems during this
interactive session by investigating multiple sources of energy including
coal, solar, wind and pedal-power; sources which they are already familiar
with.

Conclusion
To conclude the lesson, students will be required to complete an online
survey; during this task students will be asked to reflect on both the
incursion which includes the activities they participated on and on the
content covered (what they learnt as a result of this incursion)
 OTHER SCSA LINKS eg Maths, Science
Physical sciences
Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)

OBJECTIVES
o Present ideas about the different ways electricity can be
generated using available materials and resources.
o Create and demonstrate safe use when using electrical
circuits.

ASSESSMENT
Check for student understanding with the use of anecdotal
notes to determine whether the learning objectives have been
met

Check for students understanding and learning experience

with the use of a survey.
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

Weeks 2-9 DEVELOPMENT GOAL: 7 Clean and Affordable
Energy
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies
Knowledge & Understandings
Design and Technologies Knowledge and Introduction
Understanding Teacher commences lesson by re-visiting the survey questions which students
Investigate characteristics and p answered post incursion. Teacher uses answers (which were completed
properties of a range of materials, anonymously) to address any misconceptions and prompt classroom discussion
systems, components, tools, and equipment and in order to engage students.
evaluate the impact of their use (ACTDEK023)
Lesson Steps
Students commence a STEM project during this lesson.
[Link]
Teacher provides students with explicit instructions and overview of the project [Link]/Product/STEM-
they are expected to complete by the end of the unit. Challenge-Solar-Oven-Project-
Students will work in mixed-ability groups of three which will be prepared prior 1754753
to lesson. These groups will remain the same throughout the next few weeks.
Teacher provides students with a scenario to a problem which they will work
together in order to construct a solution:
“Year 6's you are living in the future and must rely on the use of solar energy
only! You have limited access to materials and supplies! Use them wisely to
create your own solar oven to cook yourself a sweet treat!”
Teacher sets design challenge: Can you build a solar oven to produce enough heat
to cook a s’more?
Teacher provides students with the task criteria/specifications:
o Oven must be made of sustainable materials
o Oven must be portable
o Oven must be able to prevent bugs, dirt etc when cooking
o Oven must meet the set budget of $10.
Teacher provides students with sufficient planning time, prompt students to think
 about the following:
o What do materials do you need?
o How to use it, instructions
o Cost of materials, is it sustainable?
o Size of the solar oven
o Aesthetic
Students will be required discuss and create a poster design which contains a
plan including a drawing of their solar oven plan, students have the option of
completing their poster designs digitally.

Conclusion
Students will participate in a gallery walk; this will allow them to explore other
concepts their peers may know more about.
Teacher concludes the lesson by presenting students with an exit slip where they
will be required to rate their understanding of the task.

Learner Diversity
To enable students provided small group samples to ensure they receive a role
within the group; important to have a sense of involvement and responsibility.
Include visual cues for students who may require assistance with prompting and
allowing them to follow along
To extend students, ask them to annotate their designs by labelling each part.

OTHER SCSA LINKS eg Maths, Science

Physical sciences
Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)

OBJECTIVES
o Plan and draft a labelled representation of a solar oven
design by following the design brief and specifications.
 ASSESSMENT

Check for student understanding with the use of anecdotal

notes to determine whether the learning objective has been
met.

Check for student understanding of the task using a checklist

which can be completed both during and post lesson.

STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

Weeks 2-9 DEVELOPMENT GOAL: 7 Clean and Affordable
Energy
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies
Knowledge & Understandings
Design and Technologies Knowledge and Introduction
Understanding Teacher commences lesson by providing students with time to complete a ‘team
Investigate characteristics and p meeting’. During this time students can work together in completing any
properties of a range of materials, incomplete STEM Journal sections or can use this time to work on their plans.
systems, components, tools, and equipment and
evaluate the impact of their use (ACTDEK023) Lesson Steps
Teacher commences lesson by providing with a supply list including materials,
tools, and their cost. Resources uploaded onto
Students will be required to reflect on their design; during this reflection they weebly.
 TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
will need to discuss the materials they will need to bring their design to life. QUESTIONS
Students will then be required to fill in a ‘shopping list’ using the catalogue of the
materials and tools available to them.
Each group will:
o Be given a budget of $10 as discussed before.
o Select eight (8) items from the supply list.
o Identify the quantity of each item.
o Work out the total cost of their ‘shopping cart’
Students will be provided the opportunity to apply any modifications to their
design during this time for groups which may wish to make changes in order to
avoid going over their budget.

Conclusion
Teacher concludes the lesson by prompting students to reflect on their progress so
far; prompt students to include images and diagrams of their designs within their
reflection.

Learner Diversity
To enable students provided small group samples to ensure they receive a role
within the group; important to have a sense of involvement and responsibility.
Include visual cues for students who may require assistance with prompting and
allowing them to follow along
To extend students, challenge them to think of another item rather than use the
pizza box which each group will receive.

OTHER SCSA LINKS eg Maths, Science

Physical sciences
Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)
 OBJECTIVES
o Fill in a shopping list using the supply list provided to
place an order for the appropriate materials and tools
required.
o Plan and budget the cost of the design.

ASSESSMENT

Check for student understanding with the use of anecdotal

notes to determine whether the learning objective has been
met.

Check for student understanding of the task using a checklist

which can be completed both during and post lesson.
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

Weeks 2-9 DEVELOPMENT GOAL: 7 Clean and Affordable
Energy
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies
Knowledge & Understandings
Design and Technologies Knowledge and Introduction
Understanding Teacher commences lesson by providing students with time to complete a ‘team
Investigate characteristics and p meeting’. During this time students can work together in completing any
properties of a range of materials, incomplete STEM Journal sections or can use this time to work on their plans.
systems, components, tools, and equipment and
evaluate the impact of their use (ACTDEK023) Lesson Steps
Students take part in a class ‘shopping trip’.
Each group is given their $10 worth of ‘cash’ and will have ten (10) minutes to
Resources uploaded onto
collect their materials. weebly
Students will use their shopping lists they planned and prepared during the
previous lesson to ensure they do not forget any materials.
Students will then be required to take their ‘shopping cart’ to the register (teacher
station) where they will get their items scanned and approved.
Once students have collected all their materials and have completed their plans
students may commence constructing their solar ovens. Students are required to
record changes made to their designs in their STEM Journal.

Conclusion
Teacher concludes the lesson by prompting students to reflect on their progress
so far; prompt students to include images and diagrams of their designs within
their reflection.

Learner Diversity
To enable students provided small group samples to ensure they receive a role
within the group; important to have a sense of involvement and responsibility.
Include visual cues for students who may require assistance with prompting and
allowing them to follow along
 To extend students, challenge them to think of another item rather than use the
pizza box which each group will receive.

OTHER SCSA LINKS eg Maths, Science

Physical sciences
Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)

OBJECTIVES
o Complete a shopping trip to collect appropriate and
sustainable materials to commence construction.

o Construct a solar oven using sustainable materials in

order to cook a sweet treat.

ASSESSMENT

Check for student understanding with the use of anecdotal

notes/checklist to determine whether the learning
objective(s) has been met.

Collect work samples for documentation/evidence of

student knowledge.
 STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

Weeks 2-9 DEVELOPMENT GOAL: 7 Clean and Affordable
Energy
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies
Knowledge & Understandings
Design and Technologies Knowledge and Introduction
Understanding Team meeting time!
Investigate characteristics and p Teacher prompts students to take part in a team meeting to discuss their design
properties of a range of materials, progress.
systems, components, tools, and equipment and Teacher reminds students to check the design brief to ensure they are on track and
evaluate the impact of their use (ACTDEK023) to ensure their designs meet the design specifications:
o Oven must be made of sustainable materials
o Oven must be portable
o Oven must be able to prevent bugs, dirt etc when cooking
o Oven must meet the set budget of $10.

Lesson Steps
Students will proceed and be provided with more time for construction.
Students will collect their designs from the back table and the rest of the materials Resources uploaded onto
weebly
 TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
they need. QUESTIONS
Teacher monitors student progress and prompts students to record changes made
to their designs in their STEM Journal along with taking photos of their progress
using their iPad.
Students complete their final product.

Conclusion
Teacher concludes the lesson by prompting students to reflect on their final
product; prompt students to include images and diagrams of their designs within
their reflection.

Learner Diversity
To enable students provided small group samples to ensure they receive a role
within the group; important to have a sense of involvement and responsibility.
Include visual cues for students who may require assistance with prompting and
allowing them to follow along
To extend students, challenge them to think of another item rather than use the
pizza box which each group will receive.

OTHER SCSA LINKS eg Maths, Science

Physical sciences
Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)

OBJECTIVES

o Construct a solar oven using sustainable materials in

order to cook a sweet treat.
 ASSESSMENT

Check for student understanding with the use of anecdotal

notes/checklist to determine whether the learning
objective(s) has been met.

Collect work samples for documentation/evidence of

student knowledge.

STEM FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 UNITED NATIONS SUSTAINABLE YEAR LEVEL: 6

Weeks 2-9 DEVELOPMENT GOAL: 7 Clean and Affordable
Energy
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
 Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Design Technologies
Knowledge & Understandings
Design and Technologies Knowledge and Introduction
Understanding Teacher prompts classroom discussion in regard to how students feel about their
Investigate characteristics and p final product.
properties of a range of materials, Teacher follows up reflection activity by outlining the lesson objectives and
systems, components, tools, and equipment and success criteria before moving onto the lesson overview.
evaluate the impact of their use (ACTDEK023)
Lesson Steps
Teacher commences lesson by providing each group with a recipe guide to
creating a s’more/treat for students with allergies.
Teacher explores each step and models how to construct a s’more.
Each group assigns one student to collect enough supplies to create three (3)
s’mores; one for each group member.
Students will then proceed to follow the recipe steps.
Students will then be given the opportunity to test their solar oven models by
attempting to cook their treats.
Each group will be assigned a role:
o One student will be in charge of the s’mores; ensuring they are
constructed correctly and cooked before consumption.
o Another student will be responsible for the transportation and set-up
of their solar oven; oven will need to place in sunlight to ensure it
absorbs enough light.
o Third student will be responsible for recording the cooking process by
using the time-lapse setting on their iPad; this student is also
responsible for uploading their final result onto Connect for parents to
see!

Conclusion
Teacher concludes the lesson by prompting students to reflect on their final
product; students will fill-in the final chapter of their STEM journal using the
prompts provided.

Learner Diversity
To enable students provided small group samples to ensure they receive a role “Did you construct a sustainable
within the group; important to have a sense of involvement and responsibility. solar oven?”
Include visual cues for students who may require assistance with prompting and
 allowing them to follow along “Did you meet the task
To extend students, challenge them to think of another item rather than use the criteria/specifications?
pizza box which each group will receive. “What worked? What did not?”

“How could you improve your

design next time?”

OTHER SCSA LINKS eg Maths, Science

Physical sciences
Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)

OBJECTIVES

o Collect supplies and gollow a recipe to produce a sweet

treat.
o Set-up and test their solar over design by cooking a
sweet treat.
o Record and reflect on the cooking process of their sweet
treat.

ASSESSMENT

Check for student understanding with the use of anecdotal

notes to determine whether the learning objectives have been
met.

Collect work samples for documentation/evidence of

student knowledge, this can be used to complete a marking
rubric.