Introduction
Watch this Video to understand key topics in this unit
This section is designed for current and future teachers who may wish to implement the power our playground energy design challenge in their classroom.
The project provides a guide for teaching stage 3 students about renewable energy, energy transformations and the design and production process.
Across three scaffolded activities, student investigations of renewable energy, use evidence to develop a design, and construct, test and improve a renewable-energy prototype.
New South Wales Syllabus
Year level/Stage
This project is designed for stage 3 students in years 5-6
Curriculum connection
The project connects to the NSW science and Technology K-6 syllabus, with a focus on the physical world and desgn and production
Knowledge and understanding
Selected outcomes:
plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions ST3-1WS-S
plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-2DP-T
Explains how energy is transformed from one form to another ST3-8PW-ST
Design and Production- Producing and implementing
A major focus of this project is producing and implementing. During activity 3, students follow their
project plan to construct their designed solution. Students:
Select and use appropriate tools for specific purposes
accurately measure, cut, bend and join materials
demonstrate safe and sustainable use of materials and resources
manage resources and follow a collaborative project plan
construct, test and improve their designed solution
Academic Theories
Within the activities students are supported by constructivism and experiential learning the progression of the project highlights this as students develop understanding through active investigation and practical experience's, rather than only learning about renewable energy, students investigate, construct , test and reflect on their onw solution to come up with a final prototype (Burch et al., 2019).
Within the project Blooms Taxonomy is also demonstrated throughout the activities. Students begin by understanding energy transformations, then apply and analyze their scientific findings when developing a design. Finally students evaluate and create as they test, improve and present their renewable energy prototype, important when following a structure (Momen et al., 2022)
Lastly throughout the entire project collaborative learning is strongly incorporated, through think pair shares and peer feedback, allowing students to communicate ideas, learn from others and make improvements to their design. Collaborative learning is a strong part of social constructivism as it emphasizes cognitive social progression through learning (Laal & Ghodsi, 2012)
Scaffolding and progession of learning
The three activities are intentionally scaffolded so that each activity prepares student for the next stage of the project. Activity 1 develops students foundational knowledge of renewable energy and energy transformations through investigation. Activity 2 requires students to apply this evidence when researching, designing and planning a solution. Activity 3 progresses students to producing, testing, evaluating and improving their prototype. This sequence gradually moves students from developing knowledge to independently applying that knowledge to a practical to a practical design challenge (Albion et al., 2022).
Differentiation for the activities
Activity 1: Students requiring additional support can use visual examples, vocabulary banks and partially completed investigation tables, Extension students can compare results and suggest additional variables that could be investigated
Activity 2: Design templates, sentence starters and examples of annotated drawings of mock examples that can support students who require extra scaffolding. Students can communicate their ideas through written, visual or verbal forms. Extension students can consider additional design set backs such as cost, efficiency or environmental impact.
Activity 3: Teachers can explicitly demonstrate safe tool use and provide pre-measured or partially prepared materials where required. Structured group roles can ensure all students participate meaningfully. Students requiring extension can construction additional test such as its effienency.
References
Albion, P., Campbell, C., & Jobling, W. (2022). Technologies education for the primary years (2nd edn). Cengage.
Burch, G. F., Giambatista, R., Batchelor, J. H., Burch, J. J., Hoover, J. D., & Heller, N. A. (2019). A meta‐analysis of the relationship between experiential learning and learning outcomes. Decision Sciences Journal of Innovative
Education, 17(3), 239–273. https://doi.org/10.1111/dsji.12188
Laal, M., & Ghodsi, S. M. (2012). Benefits of Collaborative Learning. Procedia - Social and Behavioral Sciences, 31(1), 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091
Momen, A., Ebrahimi, M., & Hassan, A. M. (2022). Importance and implications of theory of bloom’s taxonomy in different fields of education. Proceedings of the 2nd International Conference on Emerging Technologies and Intelligent Systems, 573, 515–525. https://doi.org/10.1007/978-3-031-20429-6_47
NSW Education Standards Authority. (2025, February 13). Science and technology K–6 syllabus (2017). NSW Government. https://www.nsw.gov.au/education-and-training/nesa/curriculum/science/science-and-technology-k-6-2017