All lessons › Energy for Tomorrow › Lesson 1
Australian primary science · Years 3–6 · differentiated · Lesson 1 of 2
Energy for Tomorrow · Years 3–4
Inquiry question: How can communities balance electricity needs, cost, reliability and environmental impact?
Marked no materials needed
Analysing secondary data
What students learn
Use solutions and action and scientific evidence to compare possible responses to a real-world question.
Success criteria
- I can describe a connection and use a table to support my idea.
- I can imagine two possibilities and compare two choices.
- I can explain what I would check next.
Preparation and materials
Before this lesson: Students have met the linked core science idea; model data-reading first if needed.
See the interactive lesson for preparation and material requirements.
Teacher setup
- Open the supplied simulated data; choose the year-band task.
- Plan two 30-minute sessions, or one 60-minute lesson. Optional local investigations require additional equipment and a school safety check.
Safety and adaptations
- Use supplied data indoors. Outdoor work requires teacher supervision and school approval. Never enter floodwater, light fires, touch hot surfaces or disturb wildlife.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Notice: How can communities balance electricity needs, cost, reliability and environmental impact?
- Understand: read the science and compare the simulated data. Compare when supply is greater or less than need. Use counters or a drawing to move midday spare energy into a pretend store with a capacity of four units.
- Imagine: describe two possible futures, one with a change and one without. Say what you are assuming.
- Design: compare two solutions, including who benefits, resources needed and a disadvantage.
- Test: Check each time block: energy used or stored cannot exceed energy available. Test two possible changes and record the remaining shortfall. This model uses invented units, not electricity tariffs.
- Reflect: explain your recommendation, what is uncertain, and how your thinking changed.
Teacher modelling prompt
Think aloud: “The example table suggests a pattern. It is simulated, so it is not evidence about our school. I need further observations before making a local claim.” Model one comparison from the table.
Record and explain evidence
Recording question: How can communities balance electricity needs, cost, reliability and environmental impact?
| Option / trial | Evidence or measurement | Benefit and limitation |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Compare these claims and justify your answer.
Provided example or reference data
SIMULATED DATA — invented for practising reasoning; not measured at a real school
| Time block | Demand (energy units) | Solar supplied (energy units) |
|---|---|---|
| Morning | 4 | 2 |
| Midday | 4 | 8 |
| Evening | 6 | 0 |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? Explain one science connection behind your proposal.
Explain with evidence: Which evidence influenced you, and what is one limitation?
Apply the idea: What would you investigate before a real decision?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.