The Low Carbon Partnership
Solar Power
QCA Unit: |
Sci-5/6H (Adapted) |
Subject: Science
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Enquiry in environmental and technological contexts: Finding a suitable location for a wind turbine |
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About the Unit: |
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| This unit is designed to extend children’s investigative work. It focuses on finding the answer to: •an environmental question •a technological question. Both investigations require children to: •plan a suitable approach •collect and record evidence in an appropriate manner •explain their results using scientific knowledge and understanding •evaluate the evidence collected and consider its limitations. The unit could be taught at appropriate points during years 5 and 6 or as a whole at the end of year 6 to revisit or extend some types of enquiry that may not have been fully covered by children. It is not intended to replace work on scientific enquiry in other units. This unit takes approximately 7 hours. |
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Where the Unit Fits In: |
Expectations
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| This unit is made up of some of the lessons from the Our Planet series on Wind Power for Key stage 2. If you are planning to teach the whole series of lessons, then you need not look at this document - it is specifically designed for those teachers wishing to simply teach the Science strand. Please note that if you are planning to teach the Geography or D & T unit alongside it, you will find some of the same lessons used because they cover two subjects (e.g. Science and Geography). In this case combine the 2 units and teach the lessons consecutively. The environmental investigation relates to Unit 6A ‘Interdependence and adaptation’, and the technological investigation to Unit 6G ‘Changing circuits’. Work requiring similar approaches is found in: •Unit 3A ‘Teeth and eating’ – do all cats eat the same food? •Unit 3F ‘Light and shadows’ – how does a shadow vary during the day? •Unit 4A ‘Moving and growing’ – relationship of arm length to age •Unit 4B ‘Habitats’ – conditions preferred by small invertebrates •Unit 4D ‘Solids, liquids and how they can be separated’ – how to separate a mixture •Unit 4F ‘Circuits and conductors’ –varying circuit components. |
Most Children Will:make a suggestion of how to investigate a question and plan what to do; make a series of observations or measurements appropriate to the task and record these appropriately; interpret their data and relate this to scientific knowledge and understanding, using scientific language; suggest how what they did could have been improved |
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Some children will not have made so much progress and will:put forward ideas about what needs to be done to answer a question and, with help, plan what to do; make relevant observations and measurements and record these appropriately; suggest explanations for their observations and communicate these using scientific language |
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Some children will have progressed further and be able to:plan what to do and how to use available resources effectively; suggest limitations of the data collected or the product made and how these could be reduced |
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| Designing a wind speed measuring device Lesson: KS2 Wind 4a |
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Lesson ObjectivesTo understand how the wind is formed, and that it blows in different directions at different speeds.To plan an investigation to measure wind speed at various locations. To make a simple wind measuring device and test it. |
Suggested Activities
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Learning OutcomeSuggest practical ideas for assessing the wind strength. |
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| Collecting data by using a wind measuring device Lesson: KS2 Wind 4b |
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Lesson ObjectivesTo collect and record data about wind strength at several locations on the school site.To recognise patterns in the data collected. To look critically at the data collected and recognise the limitations of both their own and other’s evidence. To make a reasoned decision based on the evidence collected. |
Suggested Activities
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Learning OutcomeCollect and record data carefully.Identify how strongly the results show a trend making particular reference the limitations of the assessment system they have chosen to use. Suggest reasons for any differences in windiness using scientific knowledge where possible Draw conclusions recognising limitations in evidence |
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| Designing a model wind turbine Lesson: KS2 Wind 5a |
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Lesson ObjectivesTo understand the basic components in wind turbine design.To design a table top wind turbine that rotates and generates a small amount of electrical energy. |
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Learning OutcomePlanning an enquiryPupils: suggest ideas for investigation e.g. the turbine structure might be stronger if filled with sand or if the blades are light. It might generate more electricity if it is taller with longer blades. |
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| Building a model wind turbine Lesson: KS2 Wind 5b |
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Lesson ObjectivesTo make a model wind turbine.To understand how the blades are used to turn the motor and generate electricity. To generate some electricity using your model wind turbine. |
Suggested Activities
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Learning OutcomeMaking a wind turbinePupils: recognise that wind turbines work more or less effectively as electricity generators depending on the design of the structure and blades and show this in their designs create designs that show knowledge of air friction and of relevant properties of materials e.g. different materials may be better blades than others e.g.. Wood/paper/card/plastic |
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| Testing a model wind turbine Lesson: KS2 Wind 5c |
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Lesson ObjectivesTo test wind turbine designs making a series of observations.To adjust and make modifications to their turbine designs in a systematic way. |
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Learning OutcomeCollecting and interpreting dataPupils: collect and record data carefully identify how strongly the results show a trend making particular reference to sample size Explaining results and considering evidence Pupils: suggest reasons for any differences in the speed of blades turning depending on materials used using scientific knowledge where possible e.g. the longer, lighter blades turn more quickly in light wind but bend too much in heavier wind. |
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| Improving a model wind turbine Lesson: KS2 Wind 5d |
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Lesson ObjectivesTo know that gears of various kinds are used in some everyday objects.To use a belt and pulley system to increase the speed of generator rotation in the model turbine. |
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Learning OutcomeConsidering the problem to be solvedPupils: test and adjust designs systematically record ideas describing and explaining designs and adjustments made using scientific knowledge |
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| Assessing a model wind turbine Lesson: KS2 Wind 5e |
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Lesson ObjectivesTo evaluate their wind turbine model and compare with other designs.To suggest some ways their model could be improved. To try and establish that useful electricity is being generated. To know some of the ways their model differs from commercial designs including computer control |
Suggested Activities
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Learning OutcomePresenting and evaluating the designPupils: evaluate the quality of the final product making suggestions for improvement e.g. adjusting pulleys/gears |
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