Power up!
Explore energy and renewable solutions
Before the lesson, you'll need to ...
To foster student inquiry and maintain lesson flow, establish a classroom question parking lot display prior to your unit. To do this, designate a space where students can post their questions on sticky notes during lessons. This allows for later discussion without interrupting the current activity. The question parking lot approach encourages inquiry and ensures all questions are acknowledged. Here’s a practical set-up guide.
Syllabus content
New NSW Syllabus:
Science and Technology
- ST3-5LW-T: Explains how energy is transformed and transferred in systems.
- ST3-6PW-S: Describes the characteristics and effects of common forms of energy.
- ST3-5LW-T: Explains how energy is transformed and transferred in systems.
- ST3-6PW-S: Describes the characteristics and effects of common forms of energy.
Geography
- GE3-2: Explains interactions and connections between people, places, and environments.
- GE3-2: Explains interactions and connections between people, places, and environments.
PDHPE
- PD3-3: Evaluates the impact of personal choices on the community and the environment.
- PD3-3: Evaluates the impact of personal choices on the community and the environment.
Current NSW Syllabus:
Science and Technology
- ST3-SCI-01: Explains how energy and forces affect the behaviour and interaction of matter and living things.
- ST3-SCI-01: Explains how energy and forces affect the behaviour and interaction of matter and living things.
Geography
- HS3-GEO-01: Examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information.
- HS3-GEO-01: Examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information.
PDHPE
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups.
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups.
Assessment
Teacher background information
Renewable and non-renewable energy
Australia’s energy mix comprises both non-renewable and renewable sources. In 2023, non-renewable sources (primarily coal, natural gas and oil) accounted for approximately 65% of the nation’s electricity generation, with coal alone contributing 46%. Renewable energy sources, including solar, wind, hydro and bioenergy, supplied about 35% of electricity, a 3% increase from the previous year. Australia’s abundant solar and wind resources have facilitated renewable energy growth, with solar energy contributing 16% and wind 12% to total 2023 electricity generation. The Australian Government has committed to achieving net-zero greenhouse gas emissions by 2050. This goal necessitates a significant transition from fossil fuels to renewable energy. Students will learn all about energy sources and their impact on people and the environment with the Energy Transformers game. To explore the collection of resources and references used to create the game, visit the following website.
Australia’s energy mix comprises both non-renewable and renewable sources. In 2023, non-renewable sources (primarily coal, natural gas and oil) accounted for approximately 65% of the nation’s electricity generation, with coal alone contributing 46%. Renewable energy sources, including solar, wind, hydro and bioenergy, supplied about 35% of electricity, a 3% increase from the previous year. Australia’s abundant solar and wind resources have facilitated renewable energy growth, with solar energy contributing 16% and wind 12% to total 2023 electricity generation. The Australian Government has committed to achieving net-zero greenhouse gas emissions by 2050. This goal necessitates a significant transition from fossil fuels to renewable energy. Students will learn all about energy sources and their impact on people and the environment with the Energy Transformers game. To explore the collection of resources and references used to create the game, visit the following website.
Lesson content
Slide presentation part 1: Introduction
Video 1: Dr. Nij introduction to Fresh Air Innovators
Watch this video that Dr. Nij from ABC TV has recorded just for you, Fresh Air Innovators.
Watch this video that Dr. Nij from ABC TV has recorded just for you, Fresh Air Innovators.
Slide presentation part 2: Types of energy
Video 2: Dr. Nij on ABC Education.
This video featuring Dr. Nij introduces us to some interesting facts about renewable energy.
This video featuring Dr. Nij introduces us to some interesting facts about renewable energy.
Slide presentation part 3: Energy Transformers
Slide presentation part 4: Introduction to learning journal
Extension Opportunities
Energy Transformer research task
Complete the research task in class or as an extension. See slide presentation part 3, slide 11 for more details.
Complete the research task in class or as an extension. See slide presentation part 3, slide 11 for more details.
Making solar oven s’mores
Students construct a simple solar oven using a pizza box, aluminum foil, plastic wrap and black construction paper to harness solar energy and make s’mores. Detailed steps are available on NASA’s Climate Kids website.
Students construct a simple solar oven using a pizza box, aluminum foil, plastic wrap and black construction paper to harness solar energy and make s’mores. Detailed steps are available on NASA’s Climate Kids website.
Pinwheel design challenge
Students create and test various pinwheel designs to determine which is most efficient at capturing wind energy. The Science Buddies website provides detailed instructions, a materials list and guided steps for students as they experiment with a variety of shapes, sizes and materials to optimise pinwheel performance.
Students create and test various pinwheel designs to determine which is most efficient at capturing wind energy. The Science Buddies website provides detailed instructions, a materials list and guided steps for students as they experiment with a variety of shapes, sizes and materials to optimise pinwheel performance.
Vocabulary
Learning journal prompts
What did I learn?
What did you notice about the Energy Transformers game? Write about 1 challenge you found most interesting and why.
Describe 1 thing you learned today about energy transfer or transformation.
Name 1 example of a renewable energy source and 1 example of a non-renewable energy source from today’s lesson.
Write about why renewable energy sources are better for the environment.
What did you notice about the Energy Transformers game? Write about 1 challenge you found most interesting and why.
Describe 1 thing you learned today about energy transfer or transformation.
Name 1 example of a renewable energy source and 1 example of a non-renewable energy source from today’s lesson.
Write about why renewable energy sources are better for the environment.
Connecting and acting
How does the Energy Transformers game connect to energy problems you’ve noticed in your own life or community?
Can you think of a way renewable energy might be used to solve a problem in your local area?
Write about how playing the game made you think about inefficient use of energy.
What steps could you take in your school or home to use energy more sustainably?
How does the Energy Transformers game connect to energy problems you’ve noticed in your own life or community?
Can you think of a way renewable energy might be used to solve a problem in your local area?
Write about how playing the game made you think about inefficient use of energy.
What steps could you take in your school or home to use energy more sustainably?
Personal reflections
How did you feel while exploring the Energy Transformers game? Did anything surprise or inspire you?
How did learning about renewable energy and the ways it can protect the planet make you feel about the future?
Did this lesson inspire any ideas about how you could use energy more sustainably in your daily life?
Which question in the class question parking lot stood out to you the most, and why?
How did you feel while exploring the Energy Transformers game? Did anything surprise or inspire you?
How did learning about renewable energy and the ways it can protect the planet make you feel about the future?
Did this lesson inspire any ideas about how you could use energy more sustainably in your daily life?
Which question in the class question parking lot stood out to you the most, and why?
The first scientists: Explore Aboriginal and Torres Strait Islander sustainable practices
